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Improving pre-service teachers' AI competencies: a quasi experimental study
1Shanghai Normal University Tianhua College, Shanghai, China.
Frontiers in Psychology
|November 14, 2025
Summary
Pre-service teachers show moderate artificial intelligence (AI) competency, with higher awareness but lower skills in AI teaching practice. Well-structured AI courses positively influence AI competency development, supporting quality education goals.
Area of Science:
- Educational Technology
- Artificial Intelligence in Education
Background:
- UNESCO emphasizes AI competencies for pre-service teachers to achieve quality education.
- Equipping teachers with AI skills is crucial for future generations and sustainable development goals.
Purpose of the Study:
- To evaluate pre-service teachers' perceptions of AI competencies.
- To investigate the impact of AI course helpfulness on pre-service teachers' AI competency.
Main Methods:
- Quantitative correlational research design with 79 pre-service teachers.
- Assessed AI competencies across six domains: awareness, knowledge, skills, problem-solving, teaching practice, and ethics.
- Evaluated participants' perceptions of AI course helpfulness.
Main Results:
- Overall AI competency was at a moderate level.
- Pre-service teachers demonstrated higher AI awareness and ethics understanding but lower proficiency in problem-solving, basic AI skills, and AI teaching practice.
- Well-structured AI courses were found to significantly enhance AI-related capabilities.
Conclusions:
- AI courses positively influence the development of AI competencies in pre-service teachers.
- Targeted training is needed to improve practical AI skills and teaching applications for educators.
- Further research should explore the long-term impact of AI training on classroom practices.
