Recent shifts in teacher perspectives indicate that generative artificial intelligence (GenAI) has begun to transform long-standing patterns of routine and repetition in educational practice. This study investigates how educators across different educational levels within an Arab educational context perceive the role of GenAI in fostering sustainable teaching and learning. It examines its influence on learning processes, instructional practices, and educational continuity. Adopting a qualitative research design, the study draws on focus group discussions to capture teachers’ perspectives and applies thematic analysis to explore shared experiences of AI integration in classroom settings. The analysis identified six interconnected themes reflecting a move toward more open and generative learning, the sustainability of learning activities through diversity and personalization, support for teachers in planning, implementation, and assessment, the empowerment of students’ understanding, thinking, achievement, and learning continuity, the central role of ethical considerations, and the challenges and requirements associated with sustainable implementation. The findings demonstrate that the educational value of GenAI is shaped by how it is meaningfully integrated to sustain teaching and learning practices over time. GenAI can contribute to quality and inclusive education in ways that support the long-term aims of Sustainable Development Goal 4.
Lardhi et al. (Wed,) studied this question.
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