Exploring Transformations in Teaching in the Age of AI: Madina Davlatova’s Research Visit to Beijing Normal University
During the internship, she worked alongside colleagues at BNU Smart Learning Institute, attended classes at educational institutions in Beijing and took part in the HERA-2026 conference as an invited speaker. She also had the opportunity to experience Chinese culture first-hand.
In this interview, Madina shares her experience of the research visit, discusses current approaches to AI in education, reflects on international academic exchange, and talks about new professional connections and impressions of the educational environment in China.
Madina, could you tell us about the main goals of your research internship at Beijing Normal University? Which aspects of teaching transformations in the age of AI did you focus on?
— My research internship at Beijing Normal University (BNU) from 2 to 28 June 2026 aimed to conduct an in-depth study of the transformation of teachers' professional practice through the integration of artificial intelligence (AI). It was important for me to study both the theoretical framework and real-world teaching practices involving AI integration at different levels of the Chinese education system. The visit also aimed to facilitate professional development in designing international comparative studies. I focused on changes in instructional design and lesson planning practices, as well as the evolving roles of teachers and students when generative AI is introduced into the process.
How was your research organised during the internship? Which of your colleagues' approaches, methods or research practices did you find particularly valuable?
— The internship was hosted by the Smart Learning Institute, headed by Professor Huang RongHuai, a globally recognized expert in educational digitalization. The research was structured comprehensively. On one hand, I conducted a series of semi-structured interviews with university faculty and staff to analyse their experiences of integrating and using AI in higher education teaching in detail. At the same time, I carried out parallel fieldwork by observing classes at university and school level.
The collaborative research design proved to be exceptionally fruitful. Together with colleagues from the Smart Learning Institute, I developed a research design for a comparative study examining Russian and Chinese teachers' practices in using generative AI for instructional design. We are currently preparing a paper for publication based on this work. Furthermore, with colleagues from BNU and Tsinghua University, we outlined a plan for five joint articles for the 2026–27 academic year,
Among the methodological approaches of my Chinese colleagues, I particularly appreciated their use of scenario-based research methods and their extensive experience in conducting AI training programs for Chinese teachers (covering around 8,000 educators).
Artificial intelligence is becoming one of the key drivers of change in education worldwide. What trends or transformations in teaching practices did you observe in the Chinese educational context?
— In China, it is clear that artificial intelligence has ceased to be merely an auxiliary tool and has evolved into a fully-fledged educational environment. The main trend here is the deep infrastructural integration of AI at all levels. In the context of teaching, the focus is shifting from the traditional delivery of knowledge to designing interactive and adaptive learning experiences, where generative AI helps educators quickly create personalized learning materials. It is also fascinating to see how robotics and AI technologies are seamlessly integrated into the learning process starting from a very early school age.
My Chinese colleagues also shared concrete examples from their work. For instance, a university lecturer created several AI agents to ensure high-quality assignment execution by students and to prevent academic dishonesty. In response, the students created an even larger "army of AI agents" to bypass the instructor's system. This vividly illustrates that the goal should not be trying to restrict or catch students, but rather creating environments that foster conscious, self-directed learning. Yes, this is far from simple and extremely challenging, but it is crucial.
During your visit, you attended classes at the university and the National Day School. What insights did you gain from observing educational practices at different levels?
— At the school level, I was amazed by such a strong practice-oriented approach: children work in high-tech robotics laboratories where AI is directly integrated into solving real engineering and learning tasks. Meanwhile, the university conducts both hands-on, practice-driven classes and more traditional, conservative lectures. What is particularly impressive is that the university acts as a powerful research hub where technology integration relies on rigorous data analytics and studies of teacher readiness. The Institute possesses a substantial pool of data on teaching practices across China.
You also participated as an invited speaker at HERA-2026 in a roundtable on transformations in teaching in the age of AI. Could you tell us about your presentation? What ideas or discussions from the conference resonated with you the most?
— On June 14, I spoke as an invited panelist at a roundtable during the international HERA-2026 forum, organized by two of China's leading universities—Peking University and Tsinghua University. It was an honour to be among the invited speakers, who included researchers from Oxford University, Princeton University, Peking University, Tsinghua University, and other top global institutions.
Our panel discussion with distinguished professors focused on the transformation of teaching and learning in higher education. We discussed how generative AI is reshaping not only pedagogical tools but also the very concepts of curriculum design, as well as altering student agency and their approach to independent work. I also presented the initial findings of our comparative research on teaching practices in Russia and China. The core idea that resonated with me most was that AI does not replace educators; rather, it sets fundamentally new expectations for their digital and pedagogical literacy.
Research visits also provide an opportunity to experience a different academic culture. Which places or landmark sites did you have the chance to visit during your stay? What surprised or impressed you most about life in Beijing?
— My trip was incredibly rich and allowed me to experience life inside Beijing’s major scientific and educational centres from within—including the campuses of BNU, Peking University, and Tsinghua University, as well as the innovative laboratories of the Smart Learning Institute and Beijing National Day School.
In terms of impressions, I was struck by the harmonious synthesis of cutting-edge technology and a profound respect for academic tradition. As for the academic culture, what impressed me most was the incredible openness of Chinese colleagues to international dialogue and their readiness for large-scale collaborative research.
I was also fortunate enough to visit Tiananmen Square, the Forbidden City, the Great Wall of China, and to take walks through Beijing's beautiful parks and bustling commercial streets.
I would like to take this opportunity to express my sincere gratitude to my colleagues from HSE University: A.A. Kobtseva, M.A. Lytaeva, M.E. Nikitin, D.A. Solomina, A.A. Starodumova, E.A. Terentev, and E.V. Chernobai, for their invaluable support in organizing and carrying out this research internship.
