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How Can the AI-Generated Curriculum Gap in Teacher Education Be Addressed?

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Title: How Can the AI-Generated Curriculum Gap in Teacher Education Be Addressed?
Authors: Mahala, Antarjyami1 (AUTHOR) antarjyami-eduphd@msubaroda.ac.in, Chauhan, Bhavin1 (AUTHOR)
Source: TechTrends: Linking Research & Practice to Improve Learning. Nov2025, Vol. 69 Issue 6, p1158-1167. 10p.
Subject Terms: *Teacher education, *Ethical problems, *Teaching methods, *Curriculum planning, *Technological literacy, *Intelligent tutoring systems, *Information literacy
Abstract: In the era of digital transformation, Artificial Intelligence (AI) is revolutionising education, necessitating a paradigm shift in teacher preparation. This article addresses the critical AI-generated curriculum gap in teacher education programs. As intelligent tutoring systems and adaptive learning platforms reshape educational landscapes, equipping future educators with AI competencies becomes paramount. This analysis identifies and analyses curriculum gaps in AI literacy, AI-enhanced pedagogical strategies, and ethical considerations within teacher education. It proposes a comprehensive framework integrating AI-related content, skills, and ethical concerns into these programs. The framework encompasses AI literacy, technical proficiency, AI-augmented instructional methodologies, ethical AI implementation, data literacy, and privacy safeguards. Additionally, the article presents an AI-integrated model for teacher education for implementing this framework within existing structures, progressing through awareness building, skill development, and full integration. By addressing these objectives, the article contributes to the ongoing discourse on teacher education in an AI-driven world, offering insights for educational institutions, policymakers, and teacher educators. This proactive approach aims to produce educators who are technically proficient, critically aware, and ethically grounded in AI use, ultimately enhancing student learning outcomes and addressing educational inequalities in the AI era. [ABSTRACT FROM AUTHOR]
Copyright of TechTrends: Linking Research & Practice to Improve Learning is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: *<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Ethical+problems%22">Ethical problems</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum+planning%22">Curriculum planning</searchLink><br />*<searchLink fieldCode="DE" term="%22Technological+literacy%22">Technological literacy</searchLink><br />*<searchLink fieldCode="DE" term="%22Intelligent+tutoring+systems%22">Intelligent tutoring systems</searchLink><br />*<searchLink fieldCode="DE" term="%22Information+literacy%22">Information literacy</searchLink>
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  Data: In the era of digital transformation, Artificial Intelligence (AI) is revolutionising education, necessitating a paradigm shift in teacher preparation. This article addresses the critical AI-generated curriculum gap in teacher education programs. As intelligent tutoring systems and adaptive learning platforms reshape educational landscapes, equipping future educators with AI competencies becomes paramount. This analysis identifies and analyses curriculum gaps in AI literacy, AI-enhanced pedagogical strategies, and ethical considerations within teacher education. It proposes a comprehensive framework integrating AI-related content, skills, and ethical concerns into these programs. The framework encompasses AI literacy, technical proficiency, AI-augmented instructional methodologies, ethical AI implementation, data literacy, and privacy safeguards. Additionally, the article presents an AI-integrated model for teacher education for implementing this framework within existing structures, progressing through awareness building, skill development, and full integration. By addressing these objectives, the article contributes to the ongoing discourse on teacher education in an AI-driven world, offering insights for educational institutions, policymakers, and teacher educators. This proactive approach aims to produce educators who are technically proficient, critically aware, and ethically grounded in AI use, ultimately enhancing student learning outcomes and addressing educational inequalities in the AI era. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of TechTrends: Linking Research & Practice to Improve Learning is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Nov2025
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