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Research Summary: Refining teachers’ ethical knowledge in smart learning environments - a Delphi study within the TPCEK framework
- Original authors
- Attribution requires verification
- Original source
- Frontiers in Education
- Summary & Analysis prepared by
- Aziz Shuaib Ausi
- Resource type
- Research Summary / Knowledge Resource
- Resource published on AZIZ OS
- 2 October 2026
- Reading time
- 1 min
- Publication type
- Knowledge Resource
- Availability
- Open access
About this Summary & Analysis
AZIZ OS provides independently prepared summaries and analytical interpretations of externally published research and knowledge sources. The underlying works remain attributable to their original authors and rights holders. This resource is intended to improve accessibility and understanding and does not replace the original publication.
A Delphi study refined eight ethics-related dimensions of the Technological Pedagogical Content Ethical Knowledge (TPCEK) framework for preservice preschool teachers operating within Smart Learning Environments (SLEs). The study, involving twenty experts, focused on necessity, clarity, appropriateness, and distinctiveness of these dimensions, confirming all met necessity criteria and addressing initial ambiguities through iterative refinement.
Why it matters
The integration of AI and data-driven technologies in learning environments necessitates a robust ethical framework for educators. Establishing clear ethical knowledge dimensions for teachers is critical for maintaining integrity and trust in technology-enhanced educational systems, directly impacting the quality and responsible deployment of smart learning solutions.
Key insights
- Smart Learning Environments (SLEs) integrate AI and data-driven technologies, introducing new ethical demands for teachers' professional knowledge.
- A three-round Delphi study was conducted to refine the definitions and conceptual boundaries of eight pre-defined ethics dimensions within the TPCEK framework.
- The study specifically targeted preservice preschool teachers working in SLEs.
- Twenty experts evaluated the dimensions for necessity, definitional clarity, contextual appropriateness, and conceptual distinctiveness.
- All eight ethics-related dimensions within the TPCEK framework met the pre-defined necessity criterion.
- Initial conceptual ambiguity was identified in Round 1, requiring iterative refinement through quantitative and qualitative feedback.
Source
Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1947626
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- Verification ID
- ASA-EXE-2026-01047
- Version
- v1.0 · r0
- Issued
- 2 October 2026
- Resource prepared by
- Aziz Shuaib Ausi
- Resource status
- Research Summary / Knowledge Resource
- Underlying work
- Refining teachers’ ethical knowledge in smart learning environments - a Delphi study within the TPCEK framework
- Original authors
- Attribution requires verification
- Original source
- Frontiers in Education
- Provenance status
- Attribution requires verification
- Rights
- Underlying publication rights remain with the respective copyright holder(s). Refer to the original source for authoritative publication and licensing information.
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