Philipp Hartmann

Thumbnail Image
Last Name
Hartmann
First name
Philipp
Email
philipp.hartmann@unisg.ch
Phone
+41 71 224 7992

Settings

Now showing 1 - 6 of 6
  • Thumbnail Image
    Some of the metrics are blocked by your 
    consent settings
    Item type:Publication,
    Fostering Intelligent-TPACK through AI-Assistance: A Multi-Method Study in Pre-Service Teacher Education
    (Elsevier BV, 2025-11)
    Sabine Seufert  
    ;
    Philipp Hartmann  
    ;
    Lukas Spirgi  
    As generative artificial intelligence (GenAI) rapidly becomes a structural element of education, teacher preparation programs face urgent challenges in developing both pedagogical competence and ethical awareness among future educators. This exploratory study investigates how Swiss pre-service teachers in business education conceptualize, design, and evaluate GenAI-supported instruction through the lens of the Intelligent-TPACK framework, an expanded model integrating technological, pedagogical, content, and ethical knowledge. Twelve master-level pre-service teachers participated in a mixed-method study that combined self-report surveys, group-based instructional design artefacts, and AI-driven prompt analysis using OpenAI o3. Results show that participants reported high confidence in technological and pedagogical AI knowledge, but they exhibited weaker confidence and reliability in ethical knowledge, particularly regarding transparency and accountability. All chatbot designs address the "Active" rather than "Interactive" level of the ICAP hierarchy. The AI-based analysis further highlighted gaps in Socratic questioning and metacognitive prompting, underscoring limited opportunities for reflection and co-construction. These findings reveal a need to move beyond surface-level tool familiarity towards integrating ethical reflection and explicit design-in-action practices within teacher education. Ultimately, the study underscores the importance of cultivating pre-service teachers as co-designers of pedagogical experiences who are equipped to navigate both the technical and ethical complexities of AI-mediated classrooms.
    Type:journal article
    Journal:Computers and Education Open
    DOI:10.1016/j.caeo.2025.100314
    URI:https://www.alexandria.unisg.ch/handle/20.500.14171/124472
    Scopus© Citations 2
  • Thumbnail Image
    Some of the metrics are blocked by your 
    consent settings
    Item type:Publication,
    AI AS THE STUDENT: CONCEPTUAL DESIGN OF A SIMULATION ENVIRONMENT FOR DEVELOPING TEACHER DISCOURSE COMPETENCE
    (2025)
    Sabine Seufert  
    ;
    Philipp Hartmann  
    ;
    Mckenney, Susan
    ;
    Van Der Linden Sara
    This paper presents the conceptual design of a simulation-based training system that supports pre-service teachers in developing discourse competence for facilitating accountable classroom talk on socio-scientific issues (SSI). The system is grounded in research on dialogic teaching, conceptual change, teacher reflection, and the TPACK framework. It comprises five interconnected modules: knowledge training, simulation preparation, dialogic simulation, discourse analytics, and reflective feedback. The components are powered by generative AI based on large language models (LLMs), which provide adaptive support across the entire learning cycle from explaining pedagogical concepts to generating realistic student responses, analyzing teaching moves, and delivering personalized feedback. The system creates a practice-oriented, low-risk environment in which pre-service teachers can experiment with discourse strategies, manage epistemic and emotional complexity, and reflect on their instructional decisions. In addition to demonstrating the pedagogical potential of generative AI, design also raises broader questions about the development of trustworthy educational technologies. Future work includes empirical evaluation in the form of a pilot study and iterative refinement through design-based research.
    Type:conference paper
    URI:https://www.alexandria.unisg.ch/handle/20.500.14171/124312
  • Thumbnail Image
    Some of the metrics are blocked by your 
    consent settings
    Item type:Publication,
    FROM TOOL TO TEACHING PARTNER: INTEGRATING AI INTO TEACHER EDUCATION WITH INTELLIGENT-TPACK
    (2025)
    Sabine Seufert  
    ;
    Stefan Sonderegger  
    ;
    Philipp Hartmann  
    The digital transformation challenges teachers to constantly keep up to date with new technologies, often leading to a lack of time for further training and uncertainty in using these technologies. To address these challenges, this book chapter introduces the Teacher Copilot, a training and assistant system based on Large Language Models (LLM), showcasing its integration into the curriculum. The aim is to explore the use of generative AI in the teaching context, thereby supporting teachers in their continuous training, teaching, and work processes through AI-based educational technologies. We use the TPACK framework as a guiding structure to foster the types of knowledge necessary for effectively integrating generative AI tools into teaching. The prototype web application was integrated in a course design, serving as a sandbox for future and practicing teachers to experiment with AI-based learning scenarios and to design their own learning scenarios. The evaluation of the course design highlights the novel role of teachers as designers in an AI co-creation process and suggests a potential impact of generative AI on TPACK knowledge dimensions that extends beyond the mere integration of a new tool or technology. The challenges of uncertainty, interdisciplinarity and information overload can be addressed by empowering teachers to integrate AI through co-creation course designs and teacher support systems.
    Type:book section
    URI:https://www.alexandria.unisg.ch/handle/20.500.14171/124310
  • Thumbnail Image
    Some of the metrics are blocked by your 
    consent settings
    Item type:Publication,
    AI Literacy als organisationale Gestaltungsaufgabe der Berufsbildung
    (Bundesinstitut für Berufsbildung, 2026)
    Hartmann, Philipp  
    ;
    Seufert, Sabine  
    "Künstliche Intelligenz (KI) verändert berufliche Arbeits- und Lernprozesse zunehmend und wirkt dabei unmittelbar auf zentrale Dimensionen beruflicher Handlungskompetenz ein. Der Einsatz von KI verändert Anforderungen an Analyse-, Entscheidungs- und Kommunikationsprozesse und stellt professionelle Urteilsfähigkeit, Verantwortung und Fachlichkeit vor neue Anforderungen. Aktuelle arbeitsmarktbezogene Analysen zeigen, dass KI in den kommenden Jahren erhebliche strukturelle Veränderungen von Tätigkeitsprofilen und Kompetenzanforderungen in Deutschland bewirken wird. Für die Berufsbildung ergibt sich daraus die Aufgabe, KI den Lernenden nicht lediglich als neues Arbeitsmittel darzustellen, sondern Lernende systematisch zur reflektierten und verantwortungsbewussten Nutzung von KI in beruflichen Handlungssituationen zu befähigen. Vor diesem Hintergrund greifen rein instrumentelle Qualifizierungsangebote zu kurz, da sie KI primär als technisches Werkzeug behandeln und organisationale, didaktische sowie verantwortungsbezogene Rahmenbedingungen der KI-Nutzung weitgehend ausblenden. Der Beitrag verfolgt drei Ziele: Erstens wird AI Literacy für die Berufsbildung als mehr dimensionale, entwickelbare Kompetenz konzeptualisiert, die Selbstregulation, metakognitive Urteilsfähigkeit und verantwortungsorientierte individuelle Nutzung (Human Agency) in den Mittelpunkt stellt. Zweitens werden Gestaltungsprinzipien für die Förderung von AI Literacy entwickelt, die den Übergang von individueller Kompetenzentwicklung zu organisationaler Verantwortung strukturieren. Drittens wird ein Fallbeispiel aus der Bankenbranche vorgestellt, das auf der Konzeption eines Trainings im Rahmen der betrieblichen Ausbildung in einer Schweizer Bank basiert und zeigt, wie ein KI-Führerschein als integriertes Qualifizierungsformat in einen umfassenden AI-Readiness-Prozess eingebettet werden kann. Die Durchführung begann im April 2026." (Textauszug, BIBB-Doku)
    Type:Book chapter
    Journal:KI in der beruflichen Bildung – wie können wir die Zukunft gestalten?
    DOI:https://doi.org/10.66390/XJHI7625
    URI:https://alexandria.unisg.ch/handle/20.500.14171/131442
  • Thumbnail Image
    Some of the metrics are blocked by your 
    consent settings
    Item type:Publication,
  • Thumbnail Image
    Some of the metrics are blocked by your 
    consent settings
    Item type:Publication,