Fostering Pre-Service Teachers’ AI Literacy through School Implications

Abstract

As technology advances, AI in schooling becomes more commonly used in learning assistance and academic purposes. This review study examines improving pre-service teachers' AI literacy in the modern classroom. The study starts with an overview of AI literacy in the way of pre-service teacher development. It then explores AI tailored learning based on individual differences and interests, instant feedback, and interactive interaction. Key results imply that its implications may help pre-service teachers' AI literacy by improving their understandings and necessary skills of AI principles, problem-solving abilities, and attitude toward technology integration in education. The study also addresses ethical concerns, technical limitations, and the necessity for ongoing professional development. This paper helps teachers, curriculum developers, and policymakers effectively integrate data-driven interventions into pre-service teacher preparation. The Pre-service teachers must learn AI literacy to manipulate the changing learning environment as well as pedagogical practices for effective classroom. The need for continued research and collaboration to improve AI inclusion in pre-service teacher preparation for AI literacy are now should be continuing.

Keywords

• ai literacy
• chatbot
• educational technology
• pre-service teachers
• teacher development