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From Foundation to Intelligence Integration: The Synergistic Associations of ICT and AI Support with Pre-Service
Xu Liu1, Jiaoyang Du1, Jiacheng Wang1
1Center for Teacher Education Research, Faculty of Education, Beijing Normal University, Beijing 100875, China.
Behavioral Sciences (Basel, Switzerland)
|June 26, 2026
Summary
Teacher education must enhance Technological Pedagogical Content Knowledge (TPACK) by leveraging both university ICT support and AI support. Findings reveal differential impacts, guiding future teacher training strategies for digital intelligence.
Area of Science:
- Educational Technology
- Teacher Education
- Artificial Intelligence in Education
Background:
- Digital transformation necessitates robust Technological Pedagogical Content Knowledge (TPACK) in pre-service teachers.
- Teacher preparation programs face strategic challenges in developing TPACK amidst evolving educational technologies.
Purpose of the Study:
- To investigate the association between perceived university Information and Communication Technology (ICT) support, perceived AI support, and pre-service teachers' self-reported TPACK.
- To examine the differential impacts and indirect pathways of ICT and AI support on TPACK development.
Main Methods:
- Analysis of survey data from 11,818 pre-service teachers across 17 Chinese universities.
- Utilized hierarchical regression, quantile regression, and structural equation modeling.
- Employed robustness checks including ICCs, cluster-robust standard errors, and measurement invariance.
Main Results:
- Both perceived university ICT support and AI support demonstrated significant direct and indirect associations with self-reported TPACK.
- AI support showed a stronger direct association and peaked at median TPACK levels, while ICT support's influence fluctuated.
- ICT self-efficacy and AI competency expectancy mediated the relationship between support and TPACK, with distinct pathway strengths.
Conclusions:
- Perceived ICT and AI support differentially impact pre-service teachers' TPACK, necessitating tailored integration strategies.
- Findings provide empirical evidence for designing precise, human-in-the-loop support systems in teacher education for the digital era.
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