August 9, 2025Open Access

Gender, age, and emotion-aware strategies in AI-enhanced education: insights from future educators and algorithmic thinking in primary schools

FOFatimazahra OuahoudaVinh University KAKhadija AchtaichSidi Mohamed Ben Abdellah University NANaceur AchtaichUniversity of Hassan II Casablanca

Key Points

Notable improvements in algorithmic thinking were observed in primary school pupils using emotion-aware strategies, compared to control groups.
Statistical analyses revealed significant differences in perceptions of AI based on gender and age among pre-service teachers.
A mixed-methods approach assessed both quantitative perceptions and experimental pedagogical interventions in primary schools.
Implementing AI in education should consider emotional and sociocultural factors to enhance inclusivity and learning outcomes.

Abstract

Introduction: Artificial Intelligence (AI) is rapidly transforming educational landscapes. Understanding how educators and students perceive and engage with AI is crucial for effective integration.Objectives: This study aims to (1) analyze the attitudes of future educators toward AI in teaching, considering variables such as gender and age, and (2) evaluate the effectiveness of emotion-aware, ICT-based instructional strategies in enhancing algorithmic thinking among primary school pupils.Methods: A mixed-methods approach was employed. Quantitative data on pre-service teachers’ perceptions were collected via surveys from participants at state-managed universities in the Zamboanga Peninsula, Philippines. Additionally, an experimental pedagogical intervention using emotion-sensitive strategies was implemented in selected primary schools to assess changes in students' algorithmic thinking skills.Results: Statistical analyses revealed significant differences in AI-related perceptions based on gender and age among pre-service teachers. Furthermore, primary school pupils who participated in the emotion-aware instructional activities showed notable improvements in algorithmic thinking competencies compared to control groups.Conclusions: The findings underscore the importance of aligning AI integration with the emotional and sociocultural dynamics of both teachers and learners. Emotion-sensitive strategies not only foster computational competencies in young students but also create inclusive teaching environments. The study advocates for thoughtful, context-aware implementation of AI in education to maximize its transformative potential.

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