AI in teacher education: Unlocking new dimensions in teaching support, inclusive learning, and digital literacy
Open accessAbstract
Background: AI can positively influence teaching by offering support for classroom management, creating inclusive learning environments, enhancing digital skills, personalizing teaching methods, and strengthening teacher‐student relationships. Objectives: This quantitative research study investigates the opportunities, difficulties, and consequences of incorporating AI into teacher education. Methods: Data were collected through structured questionnaires from 202 college students and 68 staff members. The analysis was conducted using SPSS software. Results: The study provides a novel contribution by its thorough investigation of the diverse effects of AI on teacher education. It offers beneficial perspectives on the possible benefits and challenges, illuminating the far‐reaching changes that AI could bring to the terrain of learning and instruction and teaching methods in the time yet to come. The research sought to assess the effect of AI adoption in teacher education across five main dimensions: (i) its influence on teaching support and classroom management, (ii) its role in creating inclusive and accessible learning environments, (iii) its contribution to improving teachers' digital literacy and computer skills, and enhancing access to digital teaching resources, (iv) its positive influence on identifying students' learning styles and facilitating the adoption of diverse teaching methods, and (v) its role in strengthening teacher‐student relationships through improved interactions. Conclusion: The findings elucidate the promising opportunities that AI presents in the field of teacher education, along with the obstacles that require resolution for the effective fusion of AI educational settings.
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Recent studies conceptualize the integration of AI into teaching in relation to AI-TPACK, highlighting the need for teachers to develop competencies that enable them to critically and pedagogically integrate AI technologies into instructional practices.
“Recent studies have also begun to conceptualize this integration in relation to AI-TPACK, highlighting the need for teachers to develop competencies that enable them to critically and pedagogically integrate AI technologies into instructional practices (Dilek et al., 2025; Zhang & Zhang, 2024).”
From Integrating artificial intelligence into preservice teacher education: enhancing AI literacy and digital material design competency (2026) · cites this paper as Zhang & Zhang, 2024
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- Authors
- Zhang, J., & Zhang, Z.
- Affiliations
- Wuhan University (CN)
- Corresponding author
- Zhang, Zhuo
- Venue
- Journal of Computer Assisted Learning
- Publisher
- Wiley
- Published
- 2024-04-25
- Volume
- 40
- Issue
- 4
- Pages
- 1871-1885
- ISSN
- 0266-4909 (ISSN-L)
- 1365-2729
- OpenAlex
- W4395452762
- Cited by
- 263
- References
- 25
- Citations by year
- 2026: 123 · 2025: 112 · 2024: 28
- FWCI
- 98.89
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- Journal of Computer Assisted Learning (publishedVersion)
- Topics
- Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
- Physical Sciences › Computer Science › Artificial Intelligence › Educational Technology and Pedagogy
- Health Sciences › Medicine › Health Informatics › Artificial Intelligence in Healthcare and Education
- Keywords
- artificial intelligence in education, teacher professional development, classroom management, inclusive learning, digital literacy, personalized teaching, teacher-student relationship, learning styles, digital teaching resources, AI adoption barriers
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