Educators’ Perceptions and Refletions on a Hybrid International Webinar on Artificial Intelligence and Deep Learning in Education
DOI:
https://doi.org/10.24036/abdi.v8i3.2062Keywords:
Artificial intelligence in education, Community engagement, Deep learning pedagogyAbstract
Rapid educational transformation driven by pedagogical reform and digital advancement has increased demands for educators to adapt their professional practice. In Indonesia, the introduction of deep learning as a pedagogical orientation alongside the expanding use of Artificial Intelligence has created a growing need for professional learning that connects emerging educational developments with practice. This community engagement initiative addressed this need through an accessible professional learning opportunity delivered via a hybrid international webinar integrating global perspectives with national educational priorities. The program combined onsite and online participation and included three sessions focusing on teacher professionalism, deep learning as a meaningful pedagogical orientation, and the pedagogical use of Artificial Intelligence. Participant feedback was gathered through a post-activity reflection survey consisting of closed-ended and open-ended items, with responses examined using descriptive and thematic approaches. Participant responses indicated high perceived relevance and professional value of the webinar: 69.3% strongly agreed that the content was relevant to their professional needs, while 70.1% strongly agreed that the activity provided new perspectives, skills, and insights. Open-ended reflections highlighted the importance of continuous professional development, meaningful and student-centered learning, and the responsible pedagogical use of Artificial Intelligence. Participants also reflected on international educational perspectives in relation to their own professional contexts. These findings suggest that structured academic webinars can provide an accessible initial professional learning opportunity for educators engaging with emerging pedagogical and technological development.
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