Designing and Evaluating an AI-Integrated Curriculum for Teaching Methods Courses in Teacher Education
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| Title: | Designing and Evaluating an AI-Integrated Curriculum for Teaching Methods Courses in Teacher Education |
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| Language: | English |
| Authors: | Ismail Kasarci (ORCID |
| Source: | International Society for Technology, Education, and Science. 2025. |
| Availability: | International Society for Technology, Education, and Science. 944 Maysey Drive, San Antonio, TX 78227. Tel: 515-294-1075; Fax: 515-294-1003; email: istesoffice@gmail.com; Web site: http://www.istes.org |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2025 |
| Document Type: | Speeches/Meeting Papers Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Curriculum Design, Curriculum Evaluation, Artificial Intelligence, Technology Integration, Methods Courses, Integrated Curriculum, Preservice Teacher Education, Lesson Plans, Pedagogical Content Knowledge, Technological Literacy, Preservice Teachers, Brainstorming, Individualized Instruction, Reflective Teaching, Instructional Design, Foreign Countries |
| Geographic Terms: | Turkey |
| Abstract: | This study designed, implemented, and evaluated an AI-integrated curriculum module within the Teaching Principles and Methods course at Eskisehir Osmangazi University to enhance preservice teachers' competencies in pedagogical AI integration, creative instructional design, and critical AI literacy. This study employed a design-based research approach, involving 86 third-year preservice teachers from various departments during the 2024-2025 academic year. The six-week module included AI-assisted lesson planning, critical evaluation of AI outputs, and redesigning materials using ethical and pedagogical criteria. Data were collected through the AI Integration Competency Scale (adapted from TPACK), lesson plan rubrics, reflective journals, and focus group interviews. Quantitative results showed significant increases in overall AI integration competency (t = 5.84, p < 0.001), particularly in pedagogical adaptation and creative use. Participants demonstrated stronger ability to integrate AI tools into learner-centered designs while maintaining pedagogical alignment. Qualitative analyses revealed three themes: emerging pedagogical confidence, critical awareness of AI's limitations and bias, and enhanced instructional creativity. Students reported AI tools supported brainstorming, differentiation, and reflective thinking but emphasized the need for explicit ethical guidance and critical evaluation skills. Findings suggest that structured, pedagogy-centered AI integration can effectively prepare preservice teachers for technology-enhanced education. The study proposes a framework for embedding AI literacy and pedagogical innovation into teacher education curricula, offering implications for faculty design, teacher training, and curriculum reform. [For the complete proceedings, see ED678749.] |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | ED678750 |
| Database: | ERIC |
| Abstract: | This study designed, implemented, and evaluated an AI-integrated curriculum module within the Teaching Principles and Methods course at Eskisehir Osmangazi University to enhance preservice teachers' competencies in pedagogical AI integration, creative instructional design, and critical AI literacy. This study employed a design-based research approach, involving 86 third-year preservice teachers from various departments during the 2024-2025 academic year. The six-week module included AI-assisted lesson planning, critical evaluation of AI outputs, and redesigning materials using ethical and pedagogical criteria. Data were collected through the AI Integration Competency Scale (adapted from TPACK), lesson plan rubrics, reflective journals, and focus group interviews. Quantitative results showed significant increases in overall AI integration competency (t = 5.84, p < 0.001), particularly in pedagogical adaptation and creative use. Participants demonstrated stronger ability to integrate AI tools into learner-centered designs while maintaining pedagogical alignment. Qualitative analyses revealed three themes: emerging pedagogical confidence, critical awareness of AI's limitations and bias, and enhanced instructional creativity. Students reported AI tools supported brainstorming, differentiation, and reflective thinking but emphasized the need for explicit ethical guidance and critical evaluation skills. Findings suggest that structured, pedagogy-centered AI integration can effectively prepare preservice teachers for technology-enhanced education. The study proposes a framework for embedding AI literacy and pedagogical innovation into teacher education curricula, offering implications for faculty design, teacher training, and curriculum reform. [For the complete proceedings, see ED678749.] |
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