| Cluster 1: Transformation |
| P1: Gen-AI enhances personalized learning pathways | Aligned with studies on adaptive learning (e.g. Lim et al., 2023) |
| P2: Gen-AI reshapes instructional delivery and feedback | Draws on feedback loops in digital pedagogy (Yadav et al., 2025) |
| P3:AI tools foster reflective and adaptive teaching practices | Links to self-regulated learning theories (Kong and Yang, 2024; Zimmerman, 2002) |
| Cluster 2: Curriculum and Pedagogy |
| P4:AI integration drives curriculum redesign | Reflects AI-driven curriculum innovations (Chen et al., 2024; Rizvi et al., 2025) |
| P5: Educator roles evolve with AI-supported pedagogy | Based on teacher role transformation with AI (Taufikin et al., 2024) |
| Cluster 3: Ethics |
| P6: Ethical guidelines are crucial for fair assessment | Echoes UNESCO’s AI ethics guidance (UNESCO, 2021) |
| P7: Institutions must address academic integrity risks | Supported by concerns on AI misuse (Xie et al., 2023) |
| Cluster 4: Creativity |
| P8: Gen-AI stimulates creativity and innovation in learning | Backed by work on creative AI use (Manditereza and Chamboko-Mpotaringa, 2024) |
| P9: Personalized AI tools support learner autonomy | Grounded in autonomy-supportive learning (Kukreja et al., 2025; Markauskaite et al., 2022) |
| P10:AI enhances knowledge construction and exploration | Connected to constructivist models of learning (Imran et al., 2024; Zawacki-Richter et al., 2019) |