AI literacy and subject specialization in pre-service teacher education: a mixed-methods study of dimensional profiles and perceived pedagogical challenges

A mixed-methods study conducted with pre-service primary teachers in Central China revealed insights into their self-reported AI literacy profiles and perceived challenges in integrating AI into pedagogical practices. The research utilized a four-dimensional framework to assess AI Perception, AI Knowledge and Skills, and AI Application, highlighting the need for enhanced teacher preparation in AI.

Why it matters

The integration of artificial intelligence into various sectors necessitates a foundational understanding among future professionals. For education, this research highlights a critical gap in the preparedness of educators to leverage AI effectively, which could impact future workforce capabilities and societal digital literacy.

Key insights

• AI literacy is identified as a crucial component for teacher preparation.
• Limited evidence exists on pre-service teachers' self-reported AI literacy and their perceived challenges in applying AI awareness to pedagogy.
• The study examined self-reported AI literacy and pedagogical challenges among 161 third-year university students in a primary teacher education program.
• A four-dimensional framework was used, covering AI Perception, AI Knowledge and Skills, and AI Application, among other unspecified dimensions.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1876627