Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal International Journal of Evaluation and Research in Education (IJERE) Journal of Education and Learning (EduLearn)
Seung-Hoon Jeong
Woosuk University
Humanities Education Library & Information Science Social Sciences Other

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Understanding AI education perceptions and teaching efficacy among pre-service teachers in Korea Yong-Jik Lee; Seung-Hoon Jeong
Journal of Education and Learning (EduLearn) Vol 20, No 3: August 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i3.25169

Abstract

This study examines the perceptions of pre-service physical education (PE) teachers (N=31) regarding artificial intelligence (AI) education and their self-efficacy in teaching AI at a Korean university. Although participants demonstrated high interest levels and acknowledged the necessity of AI in education, their understanding of AI concepts and pedagogical applications was notably limited. Statistical analyses revealed that prior exposure to AI-related coursework significantly increased both understanding and perceived importance of AI education (p0.05). However, participants reported low confidence in designing AI-integrated lessons and applying instructional strategies, indicating a substantial gap in their readiness to teach effectively with AI. The disciplinary gap is particularly pronounced in PE, which is traditionally underrepresented in AI education research compared to STEM subjects. Unlike technology-intensive disciplines, PE curricula often emphasize physical skill development and experiential learning, leaving minimal room for the integration of emerging technologies such as AI. This underrepresentation means that PE teacher education programs lack established models or best practices for embedding AI into instruction, further widening the preparedness gap. While participants recognized the societal relevance of AI and expressed a strong sense of responsibility for student learning, they remained hesitant about emotionally intelligent AI and human–AI interactions. These findings underscore the urgent need for structured AI training programs within teacher education—particularly in non-STEM fields like PE—that combine theoretical understanding with practical teaching competence. The results provide foundational evidence to guide the development of AI-integrated curricula that can prepare future educators for an increasingly AI-driven educational landscape.
Implementing AI-integrated English writing: university English language learners writing strategies and perceptions Yong-Jik Lee; Seung-Hoon Jeong
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 1: February 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i1.35461

Abstract

This study examines the writing strategies and perceptions of Korean university English language learners (ELLs) regarding the integration of generative artificial intelligence (AI) in their writing process. A total of 85 university students participated by completing surveys and participating in in-depth interviews. The findings indicated that ELLs predominantly employed writing strategies such as brainstorming, translating from their first language (Korean), and using digital tools, particularly translation apps, for revision and feedback. Students perceived AI tools positively, noting significant cognitive and emotional benefits, including enhanced vocabulary, grammar learning, and increased writing confidence. However, ELLs expressed concerns regarding ethical issues, potential dependency on AI, and the risk of reduced human interaction. The study advocates for incorporating generative AI as a supplementary instructional resource within English as a foreign language (EFL) writing education, emphasizing the need for careful instructional design to foster independent critical thinking and effective writing practices. The research offers practical insights for English language teaching (ELT) educators who utilize AI technology to support EFL learners while upholding academic integrity and student autonomy.
Co-Authors Yong-Jik Lee