Cover Image
QR Code

Artificial Intelligence‐Critical Pedagogic: Design and Psychologic Validation of a Teacher‐Specific Scale for Enhancing Critical Thinking in Classrooms.

Background: Critical thinking is essential in modern education, and artificial intelligence (AI) offers new possibilities for enhancing it. However, the lack of validated tools to assess teachers' AI‐integrated pedagogical skills remains a challenge. Objectives: The current study aimed to develop an...

Full description

Published in:Journal of Computer Assisted Learning Vol. 41; no. 3; pp. 1 - 21
Main Author: Alqarni, Ali
Format: research tables/charts Journal Article
Published: Wiley-Blackwell Jun2025
Online Access:View this record in EBSCOhost
fields @attributes:
  recordID: 1
pdfLink:
plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=185452181&site=ehost-live
header:
  @attributes:
    shortDbName: ccm
    uiTerm: 185452181
    longDbName: CINAHL Complete
    uiTag: AN
  controlInfo:
    bkinfo:
    dissinfo:
    jinfo:
      jid:
        02664909
        6M1
      jtl: Journal of Computer Assisted Learning
      issn: 02664909
      maglogo: Y
    pubinfo:
      dt: Jun2025
      vid: 41
      iid: 3
      pid: 480
      pub: Wiley-Blackwell
      place: Malden, Massachusetts
    artinfo:
      ui:
        185452181
        185452181
        185452181
        10.1111/jcal.70039
        185452181
      ppf: 1
      ppct: 20
      formats:
      tig:
        atl: Artificial Intelligence‐Critical Pedagogic: Design and Psychologic Validation of a Teacher‐Specific Scale for Enhancing Critical Thinking in Classrooms.
      aug:
        au: Alqarni, Ali
        affil: Curriculum and Instruction Department, College of Education, Umm Al‐Qura University, Makkah, Saudi Arabia
      sug:
        subj:
          Artificial Intelligence
          Teaching Methods
          Instrument Construction
          Instrument Validation
          Critical Thinking Education
          Learning Environment
          Human
          Male
          Female
          Scales
          Descriptive Research
          Cross Sectional Studies
          Descriptive Statistics
          Semi-Structured Interview
          Adult
          Middle Age
          Adult: 19-44 years
          Middle Aged: 45-64 years
          Male
          Female
      ab: Background: Critical thinking is essential in modern education, and artificial intelligence (AI) offers new possibilities for enhancing it. However, the lack of validated tools to assess teachers' AI‐integrated pedagogical skills remains a challenge. Objectives: The current study aimed to develop and validate the Artificial Intelligence‐Critical Pedagogy Scale (AICPS) to measure teachers' ability to use AI in fostering critical thinking. Methods: This study was conducted in Saudi Arabia and consisted of two phases. Phase 1 involved item development through a literature review and semi‐structured interviews with 17 secondary school teachers, leading to an initial pool of 100 items. After expert reviews and a pilot study, the scale was refined to 47 items. Phase 2 evaluated the psychometric properties of the scale through exploratory factor analysis (EFA), confirmatory factor analysis (CFA), exploratory graph analysis (EGA), reliability assessments and measurement invariance testing across gender. The final sample included 800 secondary school teachers. Results and Conclusions: EFA confirmed a four‐factor structure with 39 items. The four factors were Competence in Creating Critical Thinking‐Oriented Learning Environments (CCCTOLE), Ability to Provide Dynamic and Innovative Feedback (APDIF), Understanding and Interaction with Emerging Learning Technologies (UIELT) and Creativity in Designing Transformative Learning Activities (CDTLA). CFA demonstrated a good model fit (χ2/df = 3.24, RMSEA = 0.075, CFI = 0.916 and TLI = 0.909). EGA further supported the four‐factor structure. Internal consistency was excellent, with Cronbach's alpha and McDonald's omega above 0.70 for all subscales. Measurement invariance testing confirmed that the scale functions equivalently across gender groups. The AICPS is a reliable and valid tool for assessing teachers' AI‐based critical pedagogy skills. Its demonstrated gender invariance suggests its applicability across diverse educational contexts. This scale can guide future teacher training and policy decisions in AI‐driven education.
      pubtype: Academic Journal
      doctype:
        research
        tables/charts
        Journal Article
      ougenre: Article
    language: English
    refInfo:
    holdings:
      @attributes:
        islocal: N