Limor Leibovitz

מול קצב שינויים מהיר וחד יותר מאי פעם, חשוב לאמץ חוסן נפשי שיאפשר התמודדות טובה יותר עם האתגרים שהטכנולוגיה מציבה לפתחנו. גישת אינטי-שביר תסייע לא רק לצלוח את הזעזוים ולשרוד אותם, אלא אף להתחזק ולצמוח מהם. זאת בעזרת הערכים שממשיכים להוביל אותנו למרות הכל

גישת UDL נותנת לנו מסגרת לחשוב מחדש על הדרך שבה תלמידים קולטים ומעבדים מידע, מבטאים את עצמם ומתחברים רגשית לתהליך הלמידה. הבינה המלאכותית מאפשר להגדיר מאד את החזון שמאחוריה ולממש אותה הלכה למעשה.

This article examines the impact of an entrepreneurial approach to teacher professional development on educators’ competencies in the field of artificial intelligence. A total of 150 educators from diverse roles, sectors, and age groups participated in the study after completing a hybrid online course (synchronous and asynchronous) in groups of up to 25 teachers. The central hypothesis was that an entrepreneurial approach, grounded in design thinking methodology, would enable teachers to act as entrepreneurs and address educational challenges that affect their students while experimenting with AI tools. The projects that teachers developed to solve concrete problems in their school contexts were analyzed using a holistic model that emphasizes values, guiding principles, and competencies relevant to the current era. The research methodology combined qualitative thematic content analysis with a survey based on UNESCO’s conceptual framework for teachers’ AI competencies. The findings indicate that participants perceived the course as practical and relevant to their needs. Their self-efficacy in using AI tools increased during the course, with many reporting a positive shift in their attitude toward technology. However, the teachers’ projects focused mainly on current learning difficulties rather than anticipated challenges—such as the growing need to foster critical thinking or to develop social and emotional skills in response to the expanding use of AI in society. The article suggests broadening teacher training to include social and ethical challenges associated with AI, thereby ensuring that educators are prepared to address the technological impacts on the education system.

At the Bureau’s Center of Excellence for Learning Technologies, we focus primarily on asking questions and exploring how learning will look in an era where everything we once knew is being disrupted, giving rise to something entirely new. This process is called disruptive innovation. The term was coined by Professor Clayton Christensen and refers to a process in which new technologies, products, or services challenge existing models, leading to the creation of new ones — until the new category becomes dominant, pushing aside and replacing the traditional one. Dr. Limor Leibovitz writes precisely about this in a fascinating article that offers us a small leap into the future of learning in the age of artificial intelligence. Are you ready for an era where AI transforms organizational learning? Discover how advanced technologies and futures thinking can lead your organization to thrive in the GenAI age.