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<p>The rapid integration of artificial intelligence (AI) in education has transformed teacher education programs. This study examined the effects of incorporating AI tools into a <i>Project Preparation in Education</i> course for pre-service teachers, focusing on individual innovativeness, AI anxiety, AI attitudes, and AI acceptance. Using a single-group pre-test and post-test design, validated scales were administered to 34 pre-service teachers before and after the intervention. Paired-samples <i>t</i>-tests with Holm–Bonferroni corrections revealed significant improvements in AI attitudes (<i>g</i>ₐ<sub>v</sub> = 0.64) and AI acceptance (<i>g</i>ₐ<sub>v</sub> = 0.70). Individual innovativeness increased slightly, primarily in opinion leadership subdimension (<i>g</i>ₐ<sub>v</sub> = 0.35), whereas AI anxiety showed no significant change (<i>g</i>ₐ<sub>v</sub> ≈ 0.05). These medium-to-large gains. underscore the potential of guided and AI-supported instruction to enhance teachers’ readiness for AI integration across the stages of the academic writing process. However, the absence of a control group limits causal inference, and the results should be interpreted as correlational evidence of change. Overall, the study highlights both the promise and boundaries of short-term AI interventions in teacher education, offering implications for curriculum design and professional development in AI-driven learning environments.</p>

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The impact of AI integration in project preparation in education course on pre-service teachers’ innovativeness, AI anxiety, attitudes, and acceptance

  • 期刊论文

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  • 发表日期：

    2025年11月24日

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  • Mustafa Sat

摘要

The rapid integration of artificial intelligence (AI) in education has transformed teacher education programs. This study examined the effects of incorporating AI tools into a Project Preparation in Education course for pre-service teachers, focusing on individual innovativeness, AI anxiety, AI attitudes, and AI acceptance. Using a single-group pre-test and post-test design, validated scales were administered to 34 pre-service teachers before and after the intervention. Paired-samples t-tests with Holm–Bonferroni corrections revealed significant improvements in AI attitudes (gₐv = 0.64) and AI acceptance (gₐv = 0.70). Individual innovativeness increased slightly, primarily in opinion leadership subdimension (gₐv = 0.35), whereas AI anxiety showed no significant change (gₐv ≈ 0.05). These medium-to-large gains. underscore the potential of guided and AI-supported instruction to enhance teachers’ readiness for AI integration across the stages of the academic writing process. However, the absence of a control group limits causal inference, and the results should be interpreted as correlational evidence of change. Overall, the study highlights both the promise and boundaries of short-term AI interventions in teacher education, offering implications for curriculum design and professional development in AI-driven learning environments.