Are Teacher Preparation Programs in Higher Education Ready for the AI Era? A Comparative Analysis of AI Policies for Teachers and Learners in China, the U.S., and Norway

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Abstract

This comparative study investigates how generative AI (GenAI) tools are integrated into teacher education programs across the United States, China, and Norway, focusing on institutional policies, curricular integration, and faculty support. Using qualitative document analysis conducted with MAXQDA 30.0, the study examines over 30 official documents, including policy statements, strategic plans, webinars, and training materials from universities with active teacher preparation programs. Findings reveal growing interest, dedication with GenAI with various types forms across institutions such as fundings, activities and resources, but also highlight significant gaps in institutional policy coherence, dedicated resources, and faculty development support. Despite emerging practices, the integration of GenAI remains fragmented, underscoring the need for more structured, equity-oriented, and context-sensitive frameworks to guide AI implementation globally.

Authors

• Jialin Yan, University of Rochester

• Nicole King, University of Rhode Island

• Anne Øgreid, oslo metropolitan university

• Harald Eriksen, oslo metropolitan university