Exploring AI Tools to Enhance Constructivist Pedagogy in ‘Introduction to Classroom Research’ Module

Abstract

Higher Education Institutions are increasingly embracing Artificial Intelligence (AI) as they strive for innovative methods to enhance student engagement, facilitate deeper learning, and overcome ongoing learning challenges. Constructivist approaches that underscore self-directed learning and co-creation of knowledge are being re-envisioned through the integration of AI tools. Given this backdrop, the module ‘Introduction to Classroom Research’ (ICR) offers opportunities to investigate how AI can enhance understanding of intricate research concepts. However, understanding these concepts continues to be a challenge for students, resulting in underachievement in ICR. This challenge is exacerbated by lecturers’ limited use of IA tools despite their availability. This theoretical study examines the integration of AI in the teaching of ICR for final year student-teachers. The study seeks to identify and explore AI tools that can be integrated into the teaching of ICR in constructivist classrooms, through a systematic literature review (SLR). This methodology entailed a thorough search, careful selection, and thematic analysis of academic literature in the last decade. This study was underpinned by Technological Pedagogical and Content Knowledge (TPACK), which emphasizes how technology can be incorporated to harness pedagogical activities as well as content knowledge to enhance academic achievement. Findings from literature revealed that AI tools such as ChatGPT, Google Gemini and NotebookLM can be strategically integrated to sustain constructivist environments that promote critical thinking, self-directed learning, and problem-solving. The study presents practical AI integration approaches to foster students’ understanding of complex ICR concepts and recommends customized training for ICR lecturers to incorporate AI in their teaching.

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