Integrating AI into pre-service teacher training for reflective interpretation of fine art: a qualitative study in Kazakhstan

A qualitative study conducted in Kazakhstan explored the integration of Artificial Intelligence (AI) into pre-service teacher training, specifically focusing on its role in mediating reflective interpretation of fine art. The research, involving 28 participants, utilized a structured four-dimensional framework to guide AI-mediated reflective engagement, demonstrating AI's potential in supporting complex learning processes in discipline-specific contexts.

Why it matters

This research highlights the potential of Artificial Intelligence to enhance reflective learning and skill development in specialized educational domains, such as fine arts interpretation. It suggests that AI can be a valuable tool for mediating complex cognitive processes among future educators, thereby impacting the quality of teaching and learning across various subjects.

Key insights

• Artificial Intelligence is being integrated into educational contexts, including for discipline-specific learning.
• The study investigated AI's role in supporting multimodal reflective processes, particularly for fine art interpretation, a previously underexplored area.
• A qualitative design with 28 pre-service teachers in Kazakhstan was employed to generate data.
• The research utilized an iterative multimodal reflective process, which included individual reflection, AI-mediated interpretation, and reflective comparison.
• A structured four-dimensional framework (descriptive-contextual, formal-compositional, technical-spatial, and individuality and uniqueness) guided the reflective engagement.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1873675