Speakers
Description
Abstract
Artificial intelligence (AI), particularly generative AI, is increasingly influencing educational practices and reshaping the competencies expected of future teachers. In this context, AI literacy has become an essential component of teacher education, encompassing not only basic understanding of AI but also pedagogical application and ethical use. This study aims to examine the level of AI literacy among Vietnamese pre-service teachers and identify areas that require further development in teacher education programs. A quantitative cross-sectional survey design will be employed. Data will be collected from approximately 300 pre-service teachers, primarily from Hanoi Pedagogical University 2, using an adapted AI Literacy Scale for Pre-Service Teachers. The instrument measures four dimensions: AI Recognition, AI Fundamental Comprehension, AI Pedagogy, and AI Ethical Use. Data will be analyzed using descriptive statistics, reliability analysis, exploratory factor analysis, independent-samples t-tests, and one-way ANOVA to examine overall AI literacy, dimensional differences, and variations across demographic groups such as major, year level, and frequency of AI use. The study is expected to provide empirical evidence on Vietnamese pre-service teachers’ strengths and limitations in AI literacy, particularly regarding their ability to understand, apply, and ethically engage with AI in educational contexts. The findings will offer implications for integrating AI literacy into teacher education curricula and designing targeted training activities that prepare future teachers for responsible and pedagogically meaningful AI use.
Keywords: artificial intelligence literacy, pre-service teachers, teacher education, generative AI, ethical AI use
