Generative AI in Teacher Education: Ethical and Pedagogical Perspectives from Australia and the United States. (Stage 2, 3:02 PM)

• In Event: e-Lightning Ed-Talk Session 13 - Stage 2

Abstract

This study examines the interaction between teacher education students in Australia and the United States, as well as the use of generative AI tools in academic settings. Using a validated survey instrument administered at two highly ranked institutions in the U.S. and Australia, the mixed-methods approach compares usage patterns, ethical beliefs, emotional responses, and policy awareness. Although both countries show high uptake, national differences in institutional guidance, student trust, and pedagogical framing are evident. This paper presents five key themes, ranging from institutional trust and ethical reasoning to pedagogical adaptation, as a snapshot of broader findings. It offers timely, comparative insights to inform curriculum design, ethics education, and equitable GenAI policy in teacher preparation programs.

Authors

• Luke Parker, Australian Catholic University

• Jessica Holloway, Australian Catholic University

• Steven Lewis, Australian Catholic University

• Sarah Langman, Australian Catholic University

• Deborah DeBuhr, Australian Catholic University

• Kylie Vanderkley, Australian Catholic University