Kazakhstan · Taldykorgan · See the Kazakhstan profile
Evidence: Quasi-experimental Top 7% 73/100 · Ask Evidence Copilot about this practice
A 5-week AI-literacy module for pre-service physics teachers across nine Kazakhstani universities, led by Zhetysu University, raised literacy scores far above a no-intervention control group (10.20 vs 7.34, decisive Bayesian evidence), Frontiers in Education, 2025.
Zhetysu University's Department of Physics and Mathematics in Taldykorgan coordinated a study recruiting physics teacher-education students from nine Kazakhstani universities for a voluntary, out-of-curriculum AI-literacy programme, addressing a documented gap in future physics teachers' readiness to use generative AI responsibly.
The 5-week module aimed to build seven AI competencies for pre-service physics teachers: judging AI's suitability for a physics problem, generating scenarios, simplifying concepts, building lesson plans and assessments, critically evaluating AI output, and addressing privacy and security concerns.
An intervention group (n=59) attended weekly ~60-minute synchronous sessions via Google Meet plus asynchronous Google Classroom activities using tools including ChatGPT, Gemini, eduaide.ai and magicschool.ai; a self-selected comparison group (n=77) received no training.
Post-intervention AI-literacy scores were substantially higher in the trained group (mean 10.20, SD 1.19) than in the comparison group (mean 7.34, SD 0.62); Bayesian analysis found decisive evidence for the effect (Log BF10=95.948).
The authors note the 5-week duration may be too short for durable retention, the sample was 89.7% female, self-selection rather than randomisation separated the groups, and generalisation is confined to physics education within one country.
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Where this practice's information was retrieved from, and when.
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