Comparative Analysis of STEM and non-STEM Teachers' Needs for Integrating AI into Educational Environments
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arXiv
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| Format: | Preprint |
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2025
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| _version_ | 1866918144782630912 |
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| author | Riahi, Bahare Catete, Veronica |
| author_facet | Riahi, Bahare Catete, Veronica |
| contents | There is an increasing imperative to integrate programming platforms within AI frameworks to enhance educational tasks for both teachers and students. However, commonly used platforms such as Code.org, Scratch, and Snap fall short of providing the desired AI features and lack adaptability for interdisciplinary applications. This study explores how educational platforms can be improved by incorporating AI and analytics features to create more effective learning environments across various subjects and domains. We interviewed 8 K-12 teachers and asked their practices and needs while using any block-based programming (BBP) platform in their classes. We asked for their approaches in assessment, course development and expansion of resources, and student monitoring in their classes. Thematic analysis of the interview transcripts revealed both commonalities and differences in the AI tools needed between the STEM and non-STEM groups. Our results indicated advanced AI features that could promote BBP platforms. Both groups stressed the need for integrity and plagiarism checks, AI adaptability, customized rubrics, and detailed feedback in assessments. Non-STEM teachers also emphasized the importance of creative assignments and qualitative assessments. Regarding resource development, both AI tools desired for updating curricula, tutoring libraries, and generative AI features. Non-STEM teachers were particularly interested in supporting creative endeavors, such as art simulations. For student monitoring, both groups prioritized desktop control, daily tracking, behavior monitoring, and distraction prevention tools. Our findings identify specific AI-enhanced features needed by K-12 teachers across various disciplines and lay the foundation for creating more efficient, personalized, and engaging educational experiences. |
| format | Preprint |
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arxiv_https___arxiv_org_abs_2509_16276 |
| institution | arXiv |
| publishDate | 2025 |
| record_format | arxiv |
| spellingShingle | Comparative Analysis of STEM and non-STEM Teachers' Needs for Integrating AI into Educational Environments Riahi, Bahare Catete, Veronica Computers and Society Artificial Intelligence Human-Computer Interaction I.2.1; I.2.4; K.3.1; H.5.2 There is an increasing imperative to integrate programming platforms within AI frameworks to enhance educational tasks for both teachers and students. However, commonly used platforms such as Code.org, Scratch, and Snap fall short of providing the desired AI features and lack adaptability for interdisciplinary applications. This study explores how educational platforms can be improved by incorporating AI and analytics features to create more effective learning environments across various subjects and domains. We interviewed 8 K-12 teachers and asked their practices and needs while using any block-based programming (BBP) platform in their classes. We asked for their approaches in assessment, course development and expansion of resources, and student monitoring in their classes. Thematic analysis of the interview transcripts revealed both commonalities and differences in the AI tools needed between the STEM and non-STEM groups. Our results indicated advanced AI features that could promote BBP platforms. Both groups stressed the need for integrity and plagiarism checks, AI adaptability, customized rubrics, and detailed feedback in assessments. Non-STEM teachers also emphasized the importance of creative assignments and qualitative assessments. Regarding resource development, both AI tools desired for updating curricula, tutoring libraries, and generative AI features. Non-STEM teachers were particularly interested in supporting creative endeavors, such as art simulations. For student monitoring, both groups prioritized desktop control, daily tracking, behavior monitoring, and distraction prevention tools. Our findings identify specific AI-enhanced features needed by K-12 teachers across various disciplines and lay the foundation for creating more efficient, personalized, and engaging educational experiences. |
| title | Comparative Analysis of STEM and non-STEM Teachers' Needs for Integrating AI into Educational Environments |
| topic | Computers and Society Artificial Intelligence Human-Computer Interaction I.2.1; I.2.4; K.3.1; H.5.2 |
| url | https://arxiv.org/abs/2509.16276 |