Pre-service preschool and primary education teachers’ position toward the potential of Artificial Intelligence to enhance university learning experience

Abstract

It is crucial to better understand pre-service teachers’ positions regarding the application of artificial intelligence (AI) in university studies. Artificial intelligence (AI) can significantly enhance students’, especially pre-service teachers’, university learning experience; however, this technology also poses particular challenges. A qualitative empirical study was conducted to examine how pre-service preschool and primary school teachers evaluate the potential of artificial intelligence (AI) to enhance the university learning experience. Referring to quantitative content analysis, conducted on the responses of 112 students to an open-ended question, positive, negative, and neutral semantic units were identified, which were then grouped into subcategories and categories. Most of the students value AI as a helpful learning tool. AI helps to find the information more effectively, better understand complex material, organise work, and encourages creativity. Its potential for individualising learning is also emphasised. On the other hand, critical assessments are also becoming evident: students express concerns about the weakening of independent and critical thinking, the risk of academic dishonesty, and the reliability of information. Research reveals a complex attitude of students. AI is valued as an advanced tool, but also as a tool that requires responsibility. The results show that seeking purposeful AI integration in the study process requires increasing student and teacher AI literacy, strengthening ethical awareness, and applying balanced educational strategies.