Artificial intelligence technologies as a means of improving the digital literacy of future teachers

Abstract

This study aimed to find out whether artificial intelligence (AI) technologies can improve digital mastery among in-training educators in Kazakhstan. It determines the rate of adoption of AI tools, evaluates their role in enhancing digital competencies, and examines the associated challenges and opportunities. Mixed-method approach was employed, which began with a quantitative phase (pre- and post-intervention tests) and concluded with a qualitative phase (interviews). The survey sample comprised 385 participants while 80 participants (40 each) made up the intervention consisting of traditional instruction and AI integrated instruction (ChatGPT and Google Cloud AI). The result showed that prior the intervention, all participants showed low digital literacy and did not adopt AI. However, a 100% AI adoption rate was observed after the intervention, with 75% having moderate to 25% high digital literacy. A paired t-test found significant improvements in digital literacy (M = 25.34 to 35.32, t(19) = 2.12, p < 0.05) and AI proficiency (M = 19.89 to 30.21, t(19) = 1.03, p < 0.05). Lack of institutional support, tool unfamiliarity, and skepticism were some of the problems people encountered. Conversely, the problems with digitally competent users were informed reflection and pedagogic balance. Despite these challenges, both groups recognized the possibilities of individual learning, better classroom result, and team development. Conclusively, targeted AI interventions in teachers training will greatly improve pre-service teacher's digital literacy. Therefore, when applied, close monitoring and ethical strategies should be put in place to enhance academic integrity.