Artificial Intelligence Literacy in Teacher Education: Towards a Pedagogical Framework for Responsible Integration
Artificial Intelligence Literacy in Teacher Education: Towards a Pedagogical Framework for Responsible Integration

Author(s): Carmen-Mihaela Băiceanu, Mona Bădoi-Hammami, Claudia-Simona Popa
Subject(s): Social Sciences, Economy, Education, Adult Education, ICT Information and Communications Technologies, Pedagogy
Published by: Editura Eikon
Keywords: Artificial intelligence; AI literacy; teacher education; ethics; pedagogical framework; responsible integration; professional competence; digital skills; ethical skills;
Summary/Abstract: The rapid emergence of Artificial Intelligence (AI) has transformed educational ecosystems, challenged traditional models of teacher education, and demanded new frameworks for pedagogical innovation. This conceptual–theoretical study proposes a Pedagogical AI Literacy Framework designed to guide the responsible and human-centered integration of AI in teacher preparation. The study addresses the following guiding research question: How can teacher education programs integrate AI literacy in pedagogically sound and ethically responsible ways? Drawing on evidence from recent case studies, including institutional models of ethical AI disclosure (Kalaidos University of Applied Sciences), preservice teacher reflections on generative AI use in Turkey, and AI-assisted learning platforms in Chinese schools, this study demonstrates how AI literacy encompasses technical proficiency, ethical discernment, and reflective practice. These cases illustrate that effective teacher education must engage candidates in modeling ethical AI use, critically evaluating algorithmic bias, and designing AI-enhanced instructional activities. Exemplar pedagogical scenarios, such as AI-assisted lesson planning, prompt-based inquiry tasks, and critical verification of AI-generated bibliographies, reveal how AI tools can promote higher-order thinking and professional judgment when guided by sound pedagogical principles. The framework contributes to contemporary debates on the ethical and pedagogical implications of AI by positioning educators as” humans in the loop” agents of moral and instructional mediation in technology-rich contexts. It further argues that responsible AI integration requires alignment across three interrelated dimensions: pedagogical design, ethical governance and institutional policy. Ultimately, this study provides a conceptual foundation for advancing teacher education to empower future educators to navigate, evaluate, and shape AI technologies in ways that uphold integrity, inclusivity, and human agency.

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