Correction to: Teachers’ perceptions of generative AI in gender-inclusive STEM education: a grounded theory study

Celeste Tipple; Therese Keane; Tianchong Wang; Milorad Cerovac

doi:10.1007/s10639-026-13970-w

Correction to: Teachers’ perceptions of generative AI in gender-inclusive STEM education: a grounded theory study

Celeste Tipple
, Therese Keane
, Tianchong Wang
, Milorad Cerovac

College of Education, Psychology and Social Work

Research output: Contribution to journal › Comment/debate

1 Citation (Scopus)

Abstract

The original online version of this article has been revised. There are certain texts author wants to add as listed below: Ethical approval was obtained from La Trobe University, Human Research Ethics Committee (HREC Approval No.HEC23290) and Flinders University (HREC Approval No.8262). In addition, approvals sought and received from the Victorian Department of Education to conduct research in Departmental Schools (No.24-02-249). All procedures involving human participants were reviewed and approved prior to data collection. Funding: Original: Open Access funding enabled and organized by CAUL and its Member Institutions Corrected: Open Access funding enabled and organized by CAUL and its Member Institutions. This research received funding from the Google Award for Inclusion Research (AIR).

Original language	English
Number of pages	2
Journal	Education and Information Technologies
DOIs	https://doi.org/10.1007/s10639-026-13970-w
Publication status	E-pub ahead of print - 23 Mar 2026

Keywords

AI adoption
Gender-Inclusive STEM education
Generative AI
Grounded theory

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10.1007/s10639-026-13970-wLicence: CC BY

Published versionFinal published version, 446 KBLicence: CC BY

Cite this

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title = "Correction to: Teachers{\textquoteright} perceptions of generative AI in gender-inclusive STEM education: a grounded theory study",

abstract = "The original online version of this article has been revised. There are certain texts author wants to add as listed below: Ethical approval was obtained from La Trobe University, Human Research Ethics Committee (HREC Approval No.HEC23290) and Flinders University (HREC Approval No.8262). In addition, approvals sought and received from the Victorian Department of Education to conduct research in Departmental Schools (No.24-02-249). All procedures involving human participants were reviewed and approved prior to data collection. Funding: Original: Open Access funding enabled and organized by CAUL and its Member Institutions Corrected: Open Access funding enabled and organized by CAUL and its Member Institutions. This research received funding from the Google Award for Inclusion Research (AIR).",

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T2 - Teachers’ perceptions of generative AI in gender-inclusive STEM education: a grounded theory study

AU - Tipple, Celeste

AU - Keane, Therese

AU - Wang, Tianchong

AU - Cerovac, Milorad

PY - 2026/3/23

Y1 - 2026/3/23

N2 - The original online version of this article has been revised. There are certain texts author wants to add as listed below: Ethical approval was obtained from La Trobe University, Human Research Ethics Committee (HREC Approval No.HEC23290) and Flinders University (HREC Approval No.8262). In addition, approvals sought and received from the Victorian Department of Education to conduct research in Departmental Schools (No.24-02-249). All procedures involving human participants were reviewed and approved prior to data collection. Funding: Original: Open Access funding enabled and organized by CAUL and its Member Institutions Corrected: Open Access funding enabled and organized by CAUL and its Member Institutions. This research received funding from the Google Award for Inclusion Research (AIR).

AB - The original online version of this article has been revised. There are certain texts author wants to add as listed below: Ethical approval was obtained from La Trobe University, Human Research Ethics Committee (HREC Approval No.HEC23290) and Flinders University (HREC Approval No.8262). In addition, approvals sought and received from the Victorian Department of Education to conduct research in Departmental Schools (No.24-02-249). All procedures involving human participants were reviewed and approved prior to data collection. Funding: Original: Open Access funding enabled and organized by CAUL and its Member Institutions Corrected: Open Access funding enabled and organized by CAUL and its Member Institutions. This research received funding from the Google Award for Inclusion Research (AIR).

KW - AI adoption

KW - Gender-Inclusive STEM education

KW - Generative AI

KW - Grounded theory

UR - https://www.scopus.com/pages/publications/105034789953

U2 - 10.1007/s10639-026-13970-w

DO - 10.1007/s10639-026-13970-w

M3 - Comment/debate

AN - SCOPUS:105034789953

SN - 1360-2357

JO - Education and Information Technologies

JF - Education and Information Technologies

ER -

Correction to: Teachers’ perceptions of generative AI in gender-inclusive STEM education: a grounded theory study

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Keywords

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