TDNet Discover

The purpose of this phenomenological study is to investigate how AI tools are currently integrated within educational environments and within various processes at an EdTech organization partnered with higher education institutions, and how these tools can be used in ways that preserve instructional quality. The primary research question guiding this study is: when AI is used in educational settings, how do educators and EdTech professionals determine whether it supports learning rather than replaces it? This study will employ a convergent mixedmethods action research design, integrating quantitative and qualitative data collected concurrently. Survey data from approximately 50 to 70 participants, including students, faculty, administrators, and EdTech professionals, will be used to identify patterns in AI usage and perceptions. Qualitative data will also be gathered through semi-structured interviews with 10 students and 10 faculty members, as well as document review, to provide deeper insight into experiences, decision-making processes, and organizational practices. Anticipated findings include increased organizational awareness of AI’s role in instructional and professional workflows, improved understanding of factors influencing AI adoption, and identification of conditions that support balance between innovation and operational stability. The study is expected to yield practical recommendations for responsible AI integration, including the development of structured workflows, governance frameworks, and AI literacy initiatives. Implications for practice include enhanced content development efficiency, increased confidence in AI policies and procedures, and strengthened quality assurance processes.