A Qualitative Descriptive Study of Teachers’ Beliefs and Their Design Thinking Practices in Integrating an AI-Based Automated Feedback Tool

A Qualitative Descriptive Study of Teachers’ Beliefs and Their Design Thinking Practices in Integrating an AI-Based Automated Feedback Tool

In this post-digital age, writing assessment has been markedly influenced by advancements in artificial intelligence (AI), emphasizing the role of automated formative feedback in supporting second language (L2) writing. This study investigates how Norwegian teachers use an AI-driven automated feedba...

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Bibliographic Details
Main Authors: Meerita Kunna Segaran, Synnøve Heggedal Moltudal
Format: Article
Language:English
Published: MDPI AG 2025-07-01
Series:Education Sciences
Subjects:
automated feedback
barriers
challenges
design thinking
lower secondary teachers
teachers’ belief
Online Access:https://www.mdpi.com/2227-7102/15/7/910
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