Information from the abstract
This study develops a practice-grounded model explaining how high school Chinese language teachers in Thailand integrate artificial intelligence, pedagogy, and cultural content knowledge when forming and revising instructional strategies. Semi-structured interviews with 30 teachers were analyzed using grounded theory procedures. Six categories were identified: institutional and personal conditions, teacher judgment and strategic mediation, learner response and strategy revision, pedagogical adaptation for Thai learners, contextual challenges in teaching Chinese culture, and knowledge-driven content transformation. These categories form the I-TRACK model, in which teacher judgment connects contextual and institutional conditions with AI-supported content transformation, localized pedagogy, and feedback-based revision. The model distinguishes AI-TPACK as the professional knowledge base from I-TRACK as the process through which that knowledge is enacted in culturally responsive practice. The study contributes a process-oriented explanation of AI integration and offers implications for teacher development, curriculum design, and educational AI tools in TCSOL.
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Related topics: Artificial Intelligence in Education · Second Language Learning and Teaching · Mathematics Education and Teaching Techniques
Thai researcher and institutional participation
Kanokporn Numtong · Keran Wang · Kewalee Petcharatip · Ming Li · Kasetsart University · Khon Kaen University · Rajapark Institute
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