Explore the vast range of titles available.

Identifying student teachers’ attitudes and anxiety toward artificial intelligence (AI) in regard to their field of study might be helpful in determining whether and how AI will be employed in their future classrooms. Hence, this study aims to compare pre-service STEM and non-STEM teachers’ attitudes and anxiety toward AI. In this quantitative research, the causal-comparative research design was adopted. The study involved 520 pre-service teachers from a faculty of education at a public university in Türkiye. Among all, 51.5% were pre-service non-STEM teachers while 48.5% were pre-service STEM teachers. Data were collected through the Turkish versions of “the General Attitudes toward Artificial Intelligence Scale” and “the Artificial Intelligence Anxiety Scale”. Diagnostic analytics were performed, and descriptive statistics and MANOVA were performed to analyse the data. As a result, pre-service teachers, in general, were mostly positive about AI, but undecided to be anxious about AI. STEM student teachers had more positive attitudes toward AI than non-STEM student teachers, and non-STEM student teachers were more anxious toward AI than STEM student teachers. The results imply that non-STEM teacher education curricula should be redesigned to be AI-integrated to better prepare teachers of the future as teachers with TPACK integrated with AI.

With solely academic knowledge, it appears challenging for today's students to find a place for themselves in the business world where they will operate in the future. Therefore, it is crucial to provide students with a variety of abilities, such as problem-solving, critical thinking, creativity, collaboration, and analytical thinking, in addition to academic knowledge. The STEM education approach is one of the approaches that aims to equip students with the knowledge and abilities they need in the fields of science, technology, engineering, and mathematics while also educating them as persons with 21st-century competencies. In this context, it is the teachers who will provide students with these knowledge and skills and apply STEM education. In this sense, it is thought that teachers' knowledge and competencies in STEM teaching are significant. In this study, it was aimed to determine the STEM teaching competencies of pre-service teachers studying in the last year of education faculties. The case study design, one of the qualitative research methods, was used in the research. The study group of the research consists of 45 final year science and classroom teaching students studying at 21 different universities in Turkey. The data of the research was obtained by the \"STEM Teaching Competencies Questionnaire\" developed by the researchers. The obtained data were analyzed simultaneously by three different researchers using content analysis. During the analysis process, codes, categories and themes were created. As a result, it can be claimed that pre-service teachers have theoretical knowledge of STEM education, but they do not think of themselves as highly competent. They require more hands-on education and wish to use it when they begin their careers, but they need practice-based education for this

This study aimed to contribute to the current discussion on Generative Artificial Intelligence (GenAI) in Education and to develop an in-depth understanding of the perception and use of GenAI by ten pre-service teachers attending a university in the northwest of Mississippi. Data were collected through three rounds of semi-structured interviews within one semester. The authors employed a hermeneutic phenomenological approach and qualitative thematic analysis, guided by the Technology Acceptance Model (TAM) and Diffusion of Innovations (DoI) theory to investigate how participants used GenAI for educational benefits, the advantages they observed, and the obstacles they encountered. The study found changes in students' interaction with GenAI, transitioning from initial reluctance to a recognition of its usefulness in aiding academic tasks, and enhancing professional development. Several challenges were reported, including a lack of resources and digital literacy skills. The findings emphasize the potential of GenAI to enhance educational experiences, suggesting that with proper support and ethical guidelines, GenAI could benefit students' academic learning outcomes and improve their professional lives. The study also suggests the necessity of providing formal education, localized support, and of developing resources for both faculty and students to enhance the benefits of GenAI in economically disadvantaged regions. These findings contribute to broader discussions about the integration of emerging technologies in education and offer suggestions for future research.

Over the past few years, there has been a significant increase in the utilization of artificial intelligence (AI)-based educational applications in education. As pre-service teachers’ attitudes towards educational technology that utilizes AI have a potential impact on the learning outcomes of their future students, it is essential to know more about pre-service teachers’ acceptance of AI. The aims of this study are (1) to discover what factors determine pre-service teachers’ intentions to utilize AI-based educational applications and (2) to determine whether gender differences exist within determinants that affect those behavioral intentions. A sample of 452 pre-service teachers (325 female) participated in a survey at one German university. Based on a prominent technology acceptance model, structural equation modeling, measurement invariance, and multigroup analysis were carried out. The results demonstrated that eight out of nine hypotheses were supported; perceived ease of use (β = 0.297***) and perceived usefulness (β = 0.501***) were identified as primary factors predicting pre-service teachers’ intention to use AI. Furthermore, the latent mean differences results indicated that two constructs, AI anxiety (z = − 3.217**) and perceived enjoyment (z = 2.556*), were significantly different by gender. In addition, it is noteworthy that the paths from AI anxiety to perceived ease of use (p = 0.018*) and from perceived ease of use to perceived usefulness (p = 0.002**) are moderated by gender. This study confirms the determinants influencing the behavioral intention based on the Technology Acceptance Model 3 of German pre-service teachers to use AI-based applications in education. Furthermore, the results demonstrate how essential it is to address gender-specific aspects in teacher education because there is a high percentage of female pre-service teachers, in general. This study contributes to state of the art in AI-powered education and teacher education.

In recent years, artificial intelligence (AI) and learning analytics (LA) have been introduced into the field of education, where their use has great potential to enhance the teaching and learning processes. Researchers have focused on applying these technologies to teacher education, as they see the value of technology for educating. Therefore, a systematic review of the literature on AI and LA in teacher education is necessary to understand their impact in the field. Our methodology follows the PRISMA guidelines, and 30 studies related to teacher education were identified. This review analyzes and discusses the several ways in which AI and LA are being integrated in teacher education based on the studies’ goals, participants, data sources, and the tools used to enhance teaching and learning activities. The findings indicate that (a) there is a focus on studying the behaviors, perceptions, and digital competence of pre- and in-service teachers regarding the use of AI and LA in their teaching practices; (b) the main data sources are behavioral data, discourse data, and statistical data; (c) machine learning algorithms are employed in most of the studies; and (d) the ethical clearance is mentioned by few studies. The implications will be valuable for teachers and educational authorities, informing their decisions regarding the effective use of AI and LA technologies to support teacher education.

The main aim of this two-step mixed-method study was to explore the effectiveness of the strategies used to prepare pre-service teachers for technological pedagogical content knowledge (TPACK). Specifically, we focused on the strategies included in the synthesis of qualitative evidence (SQD) model: (1) using teacher educators as role models, (2) reflecting on the role of technology in education, (3) learning how to use technology by design, (4) collaboration with peers, (5) scaffolding authentic technology experiences, and (6) providing continuous feedback. To explore the relation between the perceived occurrences of the SQD-strategies and TPACK (controlled for pre-service teachers’ general attitudes towards technology), survey data were collected from a sample of 688 final-year pre-service teachers in Belgium. In a next step, 16 telephone interviews and 6 in-depth interviews were conducted to gain a more in-depth insight into the nature of the 6 strategies and their influences on TPACK. The quantitative analyses indicated positive correlations between the SQD-strategies and TPACK, controlled for general attitudes towards technology. The findings from the qualitative analyses showed that teachers acknowledged the importance of the six strategies. However, the respondents emphasized that some of the six strategies are often underutilized. Based on the quantitative and qualitative results, the discussion provides recommendations to improve the potential of pre-service training to enhance future teachers’ TPACK.

Many graduates are discouraged about the labor market.…\" because of the abysmal increase in unemployment rates. While academics have tried to incorporate employable skills into curricula, graduates must understand social and humanitarian principles to meet globalization demands. This study investigated how service-learning influences the prosocial skills of economics undergraduate pre-service teachers and its impact on their future employment prospects.BackgroundMany graduates are discouraged about the labor market.…\" because of the abysmal increase in unemployment rates. While academics have tried to incorporate employable skills into curricula, graduates must understand social and humanitarian principles to meet globalization demands. This study investigated how service-learning influences the prosocial skills of economics undergraduate pre-service teachers and its impact on their future employment prospects.We adopted a mixed-method design of the sequential explanatory approach. A purposive random sampling technique was used to select 150 pre-service teachers (300 and 400 level) from five departments in the Faculty of Education at the University of Ibadan offering economics. A purposive sampling technique was used to sample 10 students for focus group discussions, who served as team leaders in service-learning courses. The Students' Prosocial and Professional Competencies Questionnaire (r= 0.79) and a Focus Group Discussion Guide were used for data collection. Quantitative data were analyzed using mean, standard deviation and paired sample t-test at a significance level of 0.05, while qualitative data were analyzed thematically.MethodWe adopted a mixed-method design of the sequential explanatory approach. A purposive random sampling technique was used to select 150 pre-service teachers (300 and 400 level) from five departments in the Faculty of Education at the University of Ibadan offering economics. A purposive sampling technique was used to sample 10 students for focus group discussions, who served as team leaders in service-learning courses. The Students' Prosocial and Professional Competencies Questionnaire (r= 0.79) and a Focus Group Discussion Guide were used for data collection. Quantitative data were analyzed using mean, standard deviation and paired sample t-test at a significance level of 0.05, while qualitative data were analyzed thematically.The mean scores for the constructs were communication skills (2.61), teamwork (2.45), empathy (2.35), culture (2.30) and social responsibility (2.50). The mean for communication skills increased significantly from 2.61 before the intervention to 3.35. The reduction in the standard deviation indicates that the communication skills of pre-service teachers have become more consistent and prominent (F=24.87), confirming the statistical significance of these improvements. Similar improvements were observed in teamwork skills, with the mean score rising from 2.62 before intervention to 3.36 and statistically significant (F=9.71).ResultsThe mean scores for the constructs were communication skills (2.61), teamwork (2.45), empathy (2.35), culture (2.30) and social responsibility (2.50). The mean for communication skills increased significantly from 2.61 before the intervention to 3.35. The reduction in the standard deviation indicates that the communication skills of pre-service teachers have become more consistent and prominent (F=24.87), confirming the statistical significance of these improvements. Similar improvements were observed in teamwork skills, with the mean score rising from 2.62 before intervention to 3.36 and statistically significant (F=9.71).The undergraduate students had low overall prosocial ability scores, indicating a lack of prosocial competencies essential for effective teaching and professional success in education. Policymakers and stakeholders should recognize the value of service learning and support its integration into teacher education programs through funding, resources, and institutional encouragement.ConclusionThe undergraduate students had low overall prosocial ability scores, indicating a lack of prosocial competencies essential for effective teaching and professional success in education. Policymakers and stakeholders should recognize the value of service learning and support its integration into teacher education programs through funding, resources, and institutional encouragement.

This study forms part of a broader investigation into an innovative training course of technology integration in Early Childhood Education. Conducted within the framework of a teacher training course on incorporating technology into mathematics instructional planning, this work explores the perceptions of pre-service early childhood teachers about this innovation. The training was designed to actively engage the participants in evaluating the pedagogical value of a technological tool, encouraging reflective and critical thinking. Data were collected from 28 participants through two open-ended questions and analysed thematically. Overall, participants expressed positive perceptions towards integrating technology into educational planning, highlighting the benefits of using varied representations to support mathematics instruction. Nevertheless, a notable challenge reported was the difficulty of mastering the technological tool, which may hinder effective application. Despite this, the findings suggest that the training contributed to participants’ confidence and provided essential skills for future practice. The study also identifies specific areas for improvement in teacher preparation programmes to better address the challenges of educational technology integration.

We are currently witnessing a moment in history in which sustainable education practices are being principally modified by the proliferation of technologies and their wider use in every level of society, which makes necessary their integration into education contexts. This is found in the crosshairs of different institutions, which propose a series of competency frameworks, such as DigCompEdu. This framework provides suggestions for the competences that educators should be trained on under pedagogic-didactic criteria. The present work intends to measure the reliability and validity of the questionnaire DigCompEdu Check-In with the participation of 2262 professors from different public Andalusian universities. The known-groups method was utilized to elucidate if the tool is able or not to discriminate different variables of interest between known groups. The study reveals that the instrument has high indices of reliability, globally, and in the different dimensions that comprise it. Furthermore, it verifies that the instrument is sufficiently robust to discriminate the subjects who are clearly differentiated by variables related with technology. Along this line, the recommendation is given to continue working on the creation of new instruments focused on the mastery of this competency.

STEM education has become increasingly popular, including for pre-service teachers (PSTs). Preparing PSTs in STEM-based practices is essential to generate STEM-ready teachers. This study reviews STEM education literature for PSTs and provides recommendations for future research and practices. We investigate the Indonesian context–the fourth largest populated country in the world and the largest economy in Southeast Asia. The bibliometric analysis of 31 research papers revealed that STEM education for Indonesian PSTs was first reported in 2017, rapidly increasing to involve 110 researchers. 15 disciplinary backgrounds from 31 higher education institutions across Indonesia have participated in STEM education research, indicating a collaboration, and inclusive implementation of STEM education. However, the integrative review revealed diverse perceptions of STEM implementation. We recommend a framework (STEM-DiMRECS) as guidance to conduct integrated STEM learning: Discipline Integration, Multiple representations, Realistic and relevant problems, employing the Engineering design process, Collaboration, and Student-centered learning.