Teachers’ Perspectives in the Implementation of Collaborative Project Based Play Assisted AI for Gifted Children in Inclusive Classroom

DOI

10.2991/978-2-38476-489-1_70How to use a DOI?

Keywords

Teacher Perspectives; Collaborative Project-Based Play; Artificial Intelligence; Gifted Children; Inclusive Education

Abstract

Project-based learning (PBL) is an educational approach that actively engages gifted students in high-level cognitive tasks, integrating academic and social skills while leveraging diverse tools and resources, including technology. The incorporation of artificial intelligence (AI) within collaborative project-based play (CPBP-AI) is revolutionizing educational practices, especially in inclusive classrooms. This study explores teachers’ perspectives on implementing CPBP-AI for gifted children in inclusive settings, revealing a balance of enthusiasm for its potential and concerns regarding practical challenges. AI-powered systems offer the ability to analyze student performance, personalize learning paths, and adapt tasks dynamically, supporting differentiated instruction that meets the needs of gifted learners alongside peers with diverse abilities. Teachers emphasize the importance of collaboration, inclusivity, and ethical considerations in deploying AI-driven educational tools. Using a mixed-method approach, this article synthesizes findings from empirical and theoretical literature on gifted education, highlighting how CPBP-AI can enhance engagement, foster creativity, and provide equitable learning opportunities in inclusive classrooms. The results suggest that while AI-assisted PBL offers promising benefits, successful implementation depends on continuous professional development and adequate resource support for educators.

Copyright

© 2025 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Parwoto Parwoto
AU  - Syamsuddin Syamsuddin
AU  - Usman Usman
AU  - Yenti Sitti Nurhidayah Ilyas
AU  - Abdul Hakim
PY  - 2025
DA  - 2025/11/24
TI  - Teachers’ Perspectives in the Implementation of Collaborative Project Based Play Assisted AI for Gifted Children in Inclusive Classroom
BT  - Proceedings of the International Conference on Educational Science and Teacher Education (ICESTE 2025)
PB  - Atlantis Press
SP  - 874
EP  - 900
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-489-1_70
DO  - 10.2991/978-2-38476-489-1_70
ID  - Parwoto2025
ER  -