Date of Defense
8-4-2026 10:00 AM
Location
Microsoft Teams
Document Type
Thesis Defense
Degree Name
Master of Education (MEd)
College
College of Education
Department
Learning and Educational Leadership
First Advisor
Ahmad Qablan
Keywords
Artificial intelligence, student engagement, learning progress, STEM education, Alef platform
Abstract
This study investigates teachers' perceptions of the Alef platform's influence on student engagement and learning progress within STEM teaching and learning in the context of UAE public schools. Understanding how teachers perceive such platforms is important, as their interpretation and use shape how these tools are integrated in everyday classroom practice. While AI-powered platforms are often celebrated for their adaptive potential, their actual impact on teaching practices and learner outcomes depends on how teachers perceive, interpret, and implement these tools in daily instruction. Engagement and learning progress are central constructs in this investigation. To explore these relationships, the study adopts a convergent mixed-methods design that integrates quantitative and qualitative data to build a holistic understanding. The quantitative phase involves a structured survey distributed to STEM teachers to examine patterns in how they evaluate Alef's role in promoting engagement and supporting progress. The qualitative phase, conducted through semi-structured interviews, complements these findings by capturing the contextual nuances of teachers' lived experiences, uncovering the pedagogical, motivational, and institutional factors that shape their perceptions.
Included in
Investigating Teachers' Perceptions of an AI-Powered Educational Platform in STEM Teaching and Learning
Microsoft Teams
This study investigates teachers' perceptions of the Alef platform's influence on student engagement and learning progress within STEM teaching and learning in the context of UAE public schools. Understanding how teachers perceive such platforms is important, as their interpretation and use shape how these tools are integrated in everyday classroom practice. While AI-powered platforms are often celebrated for their adaptive potential, their actual impact on teaching practices and learner outcomes depends on how teachers perceive, interpret, and implement these tools in daily instruction. Engagement and learning progress are central constructs in this investigation. To explore these relationships, the study adopts a convergent mixed-methods design that integrates quantitative and qualitative data to build a holistic understanding. The quantitative phase involves a structured survey distributed to STEM teachers to examine patterns in how they evaluate Alef's role in promoting engagement and supporting progress. The qualitative phase, conducted through semi-structured interviews, complements these findings by capturing the contextual nuances of teachers' lived experiences, uncovering the pedagogical, motivational, and institutional factors that shape their perceptions.