Preparing future educators for AI-enhanced classrooms: Insights into AI literacy and integration

The rapid transformation of educational practice by artificial intelligence (AI) requires that teacher-education programmes prepare pre-service teachers to integrate AI into their teaching. This qualitative study explores pre-service teachers' perceptions of AI integration in education and identifies the support they need to develop AI literacy. We conducted semi-structured interviews with 15 pre-service teachers and used thematic analysis to interpret the data. Our findings revealed that these future educators recognised AI's potential to enhance personalised learning and increase classroom efficiency but worried about relying on AI too much and losing the human element in teaching. The participants also…

• RG
  Research Grants Council, University Grants Committee

  Award: 02186
• EU
  Education University of Hong Kong
• GR
  General Research Fund of Shanghai Normal University

  Awards: 18607723, 18621622