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Article History

Received: 14 May 2024

Accepted: 29 September 2025

First Online: 27 November 2025

Declarations

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: This study was approved by the Institutional Review Board (IRB) of the lead author’s institution (Approval Number: 2103003-2). The authors declare no competing interests, and no funding was received for this study.

: This manuscript has seven authors. We acknowledge our diverse backgrounds, experiences, and perspectives and how these influence our approach to research. The first two authors contributed equally to this study. Both authors are Asian scholars working in a U.S. R1 institution. The first lead author is a middle-class male tenure-track assistant professor. He personally experienced the digital divide growing up due to the lack of access to technology until college. He was a nontraditional student himself during his graduate (master level) school. Researching social justice has been one of his interests. The second lead author is a middle-class female tenured full professor. Her scholarship largely centers around issues in teaching and learning with and through digital tools and technologies, including GenAI, social media, and others. The third author is a female caucasian who holds a PhD degree and works full-time in K-12 education and is both a primary caregiver and primary household income provider. Her research interests center around trauma-informed instructional design. The fourth author is a female Asian PhD student in learning design and technology. Her current research investigates ChatGPT and Generative AI as a new partner in language teaching and learning. The fifth author is a female caucasian research professor at an R1 institution of higher education in the U.S. She has a strong background in educational technology research and implementation for K-12 and higher education and has served as a quantitative analyst on numerous educational programming and evaluation projects over the past 15 years. The sixth author is a middle-class assistant professor at an R1 institution in the United States. The seventh author is a middle-class associate professor at an R1 institution in the United States. She has a PhD degree in teaching and learning and a master’s degree in computer science. She has expertise in designing and studying technology-enhanced computational data science (in particular AI) learning environments and supporting career exploration in interdisciplinary learning environments. It is likely that our backgrounds influenced our interpretations of the data. To avoid speaking for the data, we have multiple people reviewing the findings and interpretations at different stages.