Keywords
Pre-service Teacher Education
Teacher Competencies
Ethical AI
Cultural Responsiveness
How to Cite
Abstract
Purpose: This study aims to develop an Integrated AI Pedagogical Framework (IAPF) for pre-service teacher education, addressing the need to prepare future teachers to integrate artificial intelligence in technically informed, pedagogically sound, ethically responsible, and culturally responsive ways.
Method: The study adopts a conceptual research approach grounded in a constructivist-interpretivist paradigm. It uses conceptual framework analysis based on the systematic synthesis of literature, theoretical perspectives, and international and national policy documents related to artificial intelligence, education, and teacher preparation.
Findings: The proposed framework integrates four interrelated competency domains: technical, pedagogical, ethical, and cultural. These domains are guided by six core principles: human-centred pedagogy, dynamic adaptability, equity and inclusion, ethical responsibility, cultural responsiveness, and policy alignment. The model offers a multidimensional approach to overcoming the fragmentation of existing frameworks and supporting teacher preparation for AI-mediated educational environments.
Contributions: The study contributes to the literature by proposing an integrated conceptual model for pre-service teacher education, articulating competencies, principles, and guidelines for the responsible use of AI in education. The framework provides support for curriculum design, teacher preparation, competency assessment, and future empirical research.
Originality: The originality of the study lies in its integrated model, which positions ethical and cultural dimensions as central rather than peripheral components of teacher preparation for artificial intelligence use in diverse educational contexts.
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