Generative Artificial Intelligence (GenAI) in Higher Education from Prospective Teachers’ Perspectives: A Qualitative Study on Support Opportunities and Usage Challenges
Generative Artificial Intelligence (GenAI) in Higher Education from Prospective Teachers’ Perspectives: A Qualitative Study on Support Opportunities and Usage Challenges

Summary/Abstract: Background/purpose. Despite the growing use of GenAI tools in higher education, little is known about how female prospective teachers in developing contexts perceive their opportunities and challenges. The current study aimed to examine female prospective teachers' perspectives on the opportunities and challenges of using GenAI in education. Materials/methods. The study employed a qualitative research design in which 15 students from the College of Education completed a questionnaire comprising open-ended items about their experiences, opinions, and feelings regarding the educational use of GenAI. Results. The results show that prospective teachers believe that GenAI tools are useful for supporting their learning, their future teaching profession, and their academic confidence. However, they believe that the educational use of GenAI tools was associated with various types of challenges, including technical, psychological, ethical, and social and institutional ones. Conclusion. The study concluded that GenAI offers significant benefits for supporting prospective teachers’ learning, professional preparation, and academic confidence. However, its effective use requires addressing significant technical, psychological, ethical, and institutional challenges. Based on the findings, a set of recommendations for practice and future studies was provided.

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