Relationship Between Pre-Service Teachers’ Perceived Competencies, Affective Dispositions, and Readiness to Integrate Artificial Intelligence

• In Event: Integrating AI in Pre-service Teacher Education

Abstract

This study investigates pre-service teachers’ (PSTs) readiness to integrate artificial intelligence into their future classrooms using the Intelligent-TPACK framework. Eighty PSTs from a southeastern U.S. university completed a survey assessing their AI-related technological, pedagogical, content, and ethical knowledge, alongside affective dispositions such as interest, self-efficacy, and attitudes. Results revealed low-to-moderate AI competencies, particularly in technological and ethical domains, and mixed affective responses—moderate interest but low self-efficacy and intention to use AI. Strong correlations were found between competencies and positive dispositions, which significantly predicted intention to use AI. Regression analyses indicated that pedagogical-technological knowledge and ethical awareness predicted perceptions of teacher preparation. Findings highlight the need for teacher education programs to embed ethical AI literacy and foster affective readiness.

Authors

• Ayesha Sadaf, University of North Carolina - Charlotte

• Daniel Maxwell, University of North Carolina - Charlotte

• Heiko Holz, Ludwigsburg University of Education