Preservice Teachers’ Readiness Towards Integrating AI-Based Tools in Education: A TPACK Approach
Preservice Teachers’ Readiness Towards Integrating AI-Based Tools in Education: A TPACK Approach

Summary/Abstract: Background/Purpose – Technological pedagogical content knowledge (TPACK) emphasizes the effective integration of artificial intelligence (AI)-based tools in education, where specific knowledge is measured individually. This research determines the readiness of preservice teachers (PSTs) to integrate AI-based tools in education through the TPACK approach. Materials/Methods – This descriptive study involves 429 PSTs from Don Mariano Marcos Memorial State University in the Philippines through a face-to-face survey. Exploratory factor analysis was employed using a minimum residual extraction method with oblimin rotation. Partial least squares structural equation modeling was performed, and goodness of fit indices (GFI, AGFI, PGFI, RMSEA, and TLI) were tested. Results – The PSTs’ readiness to integrate AI-based tools in education revealed their readiness based on their technical knowledge (TK), technical pedagogical knowledge (TPK), technical content knowledge (TCK), and TPACK, as well as their ethical readiness. The study found that the PSTs’ TK, TPK, TCK, and TPACK were positively related to their ethical readiness. Conclusion – When PSTs enhance their technological competencies, their ethical considerations in the use of AI tools also improve. Relationships between TK, TPK, TCK, TPACK, and ethical readiness emphasize the need for teacher training approaches that nurture not just technical abilities, but also students’ ethical consciousness. This highlights the interconnectedness of these knowledge frameworks in fostering effective and responsible technology integration in education.

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