Speaker
Description
Abstract
The increasing use of artificial intelligence (AI) in higher education raises important concerns regarding AI competency, learner agency, and responsible assessment in teacher preparation. This study aims to examine the relationships among AI competency, professional agency, and responsible assessment practices in Service-Learning activities of student teachers from a Total Quality Management (TQM) perspective. A mixed-methods case study design was employed at Pham Van Dong University, combining survey data collected from student teachers with in-depth interviews involving mentors and university administrators. Preliminary findings suggest that AI competency positively influences the professional agency of student teachers and promotes responsible assessment practices characterized by fairness, transparency, academic integrity, and ethical AI use. From a TQM perspective, the study identifies strengths and gaps in the existing quality assurance mechanisms for Service-Learning and highlights the role of continuous improvement and stakeholder engagement in supporting AI-enhanced teacher education. The findings are expected to contribute to quality assurance policies and provide practical implications for the ethical and transparent integration of AI into teacher preparation and Service-Learning practices in provincial public universities.
Keywords: AI competency, professional agency, responsible assessment, service-learning, total quality management (TQM).
