{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,5,15]],"date-time":"2026-05-15T12:09:20Z","timestamp":1778846960257,"version":"3.51.4"},"reference-count":33,"publisher":"International Association of Online Engineering (IAOE)","issue":"3","license":[{"start":{"date-parts":[[2026,5,15]],"date-time":"2026-05-15T00:00:00Z","timestamp":1778803200000},"content-version":"unspecified","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Int. J. Eng. Ped."],"abstract":"<jats:p>This quasi-experimental study investigated generative AI (GenAI) tools\u2014Copilot for chemistry and GitHub Copilot for mathematics\u2014on academic achievement and sustainable professional development among 160 undergraduates (40 experimental\/control per department) at the University of Baghdad\u2019s Ibn Al-Haitham College of Education for Pure Sciences (2024\u20132025). Non-random assignment controlled for covariates. Pre\/post validated tests (\u03b1 \u2265 .85; 15 MCQ + 5 essay items) measured outcomes. ANOVA revealed significant gains for experimental groups (p &lt; .001, \u03b72 = .41, Cohen\u2019s d = 0.72 [95% CI: 0.45\u20130.98]). Chemistry excelled in affective domains; mathematics in cognitive\/skills. Findings affirm GenAI\u2019s domain-specific efficacy, providing datasets for AI-STEM pedagogy.<\/jats:p>","DOI":"10.3991\/ijep.v16i3.61055","type":"journal-article","created":{"date-parts":[[2026,5,15]],"date-time":"2026-05-15T11:25:36Z","timestamp":1778844336000},"source":"Crossref","is-referenced-by-count":0,"title":["Generative AI Effects on Academic Achievement and Sustainable Professional Development"],"prefix":"10.3991","volume":"16","author":[{"family":"Najwa Abdulmunem Jasim Alnoori","sequence":"first","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"family":"Wasan Qasim Neamah","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"family":"Ban Hassan Majeed","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"family":"Wisal Hashim Abdulsalam","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"family":"Zainab Aziz Ahmed Alamiry","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"family":"Ilham Jabbar Faris","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"2371","published-online":{"date-parts":[[2026,5,15]]},"reference":[{"key":"51257","unstructured":"[1] R. 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Sweller, \"Cognitive load theory and educational technology,\" Educational technology research and development, vol. 68, pp. 1-16, 2020.","DOI":"10.1007\/s11423-019-09701-3"},{"key":"51289","doi-asserted-by":"crossref","unstructured":"[17] K. A. Gamage, D. S. Perera, and M. D. N. Wijewardena, \"Mentoring and coaching as a learning technique in higher education: The impact of learning context on student engagement in online learning,\" Education Sciences, vol. 11, p. 574, 2021.","DOI":"10.3390\/educsci11100574"},{"key":"51291","doi-asserted-by":"crossref","unstructured":"[18] P. Evans, M. Vansteenkiste, P. Parker, A. Kingsford-Smith, and S. Zhou, \"Cognitive load theory and its relationships with motivation: A self-determination theory perspective,\" Educational Psychology Review, vol. 36, p. 7, 2024.","DOI":"10.1007\/s10648-023-09841-2"},{"key":"51293","doi-asserted-by":"crossref","unstructured":"[19] Q. Xia, X. Weng, F. Ouyang, T. J. Lin, and T. K. Chiu, \"A scoping review on how generative artificial intelligence transforms assessment in higher education,\" International Journal of Educational Technology in Higher Education, vol. 21, p. 40, 2024.","DOI":"10.1186\/s41239-024-00468-z"},{"key":"51295","doi-asserted-by":"crossref","unstructured":"[20] C. Zhu, M. Sun, J. Luo, T. Li, and M. Wang, \"How to Harness the Potential of ChatGPT in Education?,\" Knowledge Management & E-Learning, vol. 15, pp. 133-152, 2023.","DOI":"10.34105\/j.kmel.2023.15.008"},{"key":"51297","doi-asserted-by":"crossref","unstructured":"[21] A. Z. Sapargaliyeva, A. S. Shynybekova, Z. M. Molbassynova, R. Tasbolatova, and T. T. Nurzhanova, \"Innovative educational technologies and competencies in higher education,\" Higher Education for the Future, vol. 10, pp. 110-122, 2023.","DOI":"10.1177\/23476311231155523"},{"key":"51299","doi-asserted-by":"crossref","unstructured":"[22] A. A. Mukherjee, R. K. Singh, R. Mishra, and S. Bag, \"Application of blockchain technology for sustainability development in agricultural supply chain: Justification framework,\" Operations Management Research, vol. 15, pp. 46-61, 2022.","DOI":"10.1007\/s12063-021-00180-5"},{"key":"51301","doi-asserted-by":"crossref","unstructured":"[23] I. Oraif, \"Education for Sustainable Development: The Use of a Competence-Based Approach in an English as a Foreign Language (EFL) Writing Course at a University in Saudi Arabia,\" Sustainability, vol. 16, p. 6069, 2024.","DOI":"10.3390\/su16146069"},{"key":"51303","doi-asserted-by":"crossref","unstructured":"[24] Z. Chen and R. Chen, \"Exploring the key influencing factors on teachers\u2019 reflective practice skill for sustainable learning: a mixed methods study,\" International Journal of Environmental Research and Public Health, vol. 19, p. 11630, 2022.","DOI":"10.3390\/ijerph191811630"},{"key":"51305","doi-asserted-by":"crossref","unstructured":"[25] M. S. K. Wahib, Z. A. A. Alamiry, B. H. 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M., & Montenegro-Rueda, M., \"Sustainable professional development through professional learning communities: A qualitative study in Spanish primary schools,\" Professional Development in Education, vol. 48, pp. 763-779, 2022."},{"key":"51321","doi-asserted-by":"crossref","unstructured":"[33] L. J. Cronbach and L. Furby, \"How we should measure\" change\": Or should we?,\" Psychological bulletin, vol. 74, p. 68, 1970.","DOI":"10.1037\/h0029382"}],"container-title":["International Journal of Engineering Pedagogy (iJEP)"],"original-title":[],"link":[{"URL":"https:\/\/online-journals.org\/index.php\/i-jep\/article\/download\/61055\/17243","content-type":"application\/pdf","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/online-journals.org\/index.php\/i-jep\/article\/download\/61055\/17243","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2026,5,15]],"date-time":"2026-05-15T11:25:53Z","timestamp":1778844353000},"score":1,"resource":{"primary":{"URL":"https:\/\/online-journals.org\/index.php\/i-jep\/article\/view\/61055"}},"subtitle":["A Quasi-Experimental Comparative Study in Chemistry and Mathematics"],"short-title":[],"issued":{"date-parts":[[2026,5,15]]},"references-count":33,"journal-issue":{"issue":"3","published-online":{"date-parts":[[2026,5,15]]}},"URL":"https:\/\/doi.org\/10.3991\/ijep.v16i3.61055","relation":{},"ISSN":["2192-4880"],"issn-type":[{"value":"2192-4880","type":"electronic"}],"subject":[],"published":{"date-parts":[[2026,5,15]]}}}