An investigation of factors affecting the professional interest of pre-service teachers
DOI:
https://doi.org/10.56380/mjer.v31.1.6Keywords:
Artificial intelligence, Digital ethics, Digital competence, Teaching interest, Teaching competenceAbstract
In the current era of rapid digital transformation and the increasing integration of artificial intelligence (AI) into education, pre-service teachers are required not only to use information and communication technologies but also to apply AI in educational activities ethically, responsibly, and safely. This study aims to examine how pre-service teachers’ AI and digital ethics competence relates to their teaching competence and teaching interest. The study examined the statistical relationships among AI and digital ethics competence, teaching competence, and teaching interest among 311 pre-service teacher students. Data were collected using a five-point self-assessment questionnaire, and factor and regression analyses were conducted. The results revealed that AI and digital ethics competence was positively associated with both teaching interest and teaching competence, while teaching competence demonstrated a moderate positive relationship with teaching interest. These findings suggest that AI and digital ethics competence may support teaching interest both directly and indirectly through teaching competence. Based on these findings, the study recommends integrating AI, digital ethics, and responsible AI use into teacher education curricula in conjunction with professional pedagogical methods and practical teaching experiences.
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