Student Teachers’ Perception on Artificial Intelligence-Enhanced Teaching and Learning in Schools

Abstract

Artificial Intelligence enables machines to perceive, process, and respond to their environment autonomously, adapting their behaviour to achieve specific goals. In education, AI-based tools are increasingly recognized for their ability to support and transform pedagogical practices. This study investigates student teachers’ perceptions of AI-enhanced pedagogy and its contribution to improving classroom teaching and learning within school classrooms. The study focuses on how AI shapes teaching strategies, lesson planning, student engagement, and overall classroom practices. The study involved 230 student teachers, which adopted a surveys method combining questionnaires and semi-structured interviews to gather both quantitative and qualitative insights. Although AI is becoming more visible in educational settings, empirical evidence regarding its practical application and perception at the pre-service teacher level remains limited. Findings reveal that student teachers generally hold positive perceptions of AI tools, recognizing their potential to foster interactive, differentiated, and adaptive learning environments that enhance efficiency. At the same time, respondents identified several challenges, including inadequate training, limited resources, and apprehensions about excessive reliance on technology. The study emphasizes the significance of training future educators with both digital literacy and pedagogical adaptability to effectively incorporate AI into their professional practice. It ultimately supports the responsible and sustainable integration of AI within teacher education programs, grounded in the lived experiences of student teachers and aimed at fostering educational innovation.