Generative Artificial Intelligence in Education: Bridging the Gap between Opportunity and Teacher Readiness via the Extended UTAUT Framework

The illusion of teaching competence in AI-mediated education

The concept of the “illusion of teaching competence” is introduced as a distinct theoretical construct, referring to the overestimation of pedagogical expertise derived from technological fluency and instrumental performance, and differentiating it from related constructs such as self-efficacy and competence overestimation.

Creating AI Applications for EFL Teaching: Perceptions and Challenges in Initial Teacher Education

Generative AI as a Learning Partner or Pedagogical Challenge? Insights from Pre-service Teachers

This study investigates how pre-service teachers experience generative artificial intelligence tools in their learning processes and how they plan to integrate these technologies into their future teaching practices. The study employed a qualitative phenomenological design and was conducted with 28 pre-service teachers enrolled in the English language teaching program of a public university in Türkiye. Semi-structured online interviews were carried out, and the data were analyzed through content analysis. Coding was conducted independently by two coders, achieving a high level of inter-rater agreement. The findings reveal that pre-service teachers perceive generative artificial intelligence as a supportive learning partner in areas such as time management, idea development, linguistic accuracy, and self-regulation. However, they also highlighted risks such as over-reliance, diminished creativity, ethical concerns, and the generation of inaccurate information. The participants emphasized that while generative artificial intelligence may serve as a complementary tool in learning processes, classroom integration requires transparency, critical verification, and active teacher guidance as essential conditions. The originality of the study lies in its holistic exploration of pre-service teachers’ experiences with generative artificial intelligence across pedagogical, ethical, and professional identity dimensions. These findings provide qualitative evidence for the relatively underexplored perspectives of pre-service teachers, thereby offering a new lens for ongoing debates on the role of generative artificial intelligence in teacher education.

ARTIFICIAL INTELLIGENCE LITERACY IN TEACHER EDUCATION: A MULTIDIMENSIONAL FRAMEWORK FOR BASIC EDUCATION

The rapid expansion of Generative Artificial Intelligence (GenAI) has been reshaping teaching, learning, and knowledge production practices, creating new challenges for teacher education in Basic Education. In this context, Artificial Intelligence (AI) literacy has emerged as an essential competency for educators to use these technologies in a critical, ethical, and pedagogically meaningful manner. This study aims to analyze the contributions of the specialized literature to the understanding of AI literacy as a foundational dimension of teacher education in Basic Education. This is a qualitative study developed through an analytical-interpretative literature review based on national and international publications recognized as key references in the contemporary debate on Artificial Intelligence, education, teacher education, media literacy, critical thinking, and digital ethics. The analysis of the selected studies revealed a broad consensus regarding the potential of AI to support personalized learning, instructional planning, the development of educational resources, and pedagogical innovation, provided that its use is guided by pedagogical intentionality and effective teacher mediation. Conversely, the literature highlights challenges related to intellectual authorship, algorithmic bias, information reliability, personal data protection, academic integrity, and the lack of public policies aimed at continuing teacher professional development. As its main theoretical contribution, this study proposes understanding AI literacy as a multidimensional construct organized into five interdependent dimensions: conceptual, pedagogical, ethical, critical, and professional development. It concludes that consolidating AI literacy is a strategic prerequisite for enabling teachers to act autonomously, responsibly, and reflectively in educational contexts increasingly mediated by intelligent systems, thereby strengthening pedagogical practices committed to human development, digital citizenship, and educational innovation.

Revolutionizing Education: Analyzing the Transformative Potential of Generative AI in Learning Environment

ChatGPT has rapidly gained popularity among educators and learners, demonstrating its potential to facilitate interactive learning, personalized assistance, and academic support, and the need for guidelines, digital literacy, and ethical frameworks to ensure productive and balanced use of AI in education.

Generative Artificial Intelligence as a Shadow Teacher: Implications for Teachers' Pedagogical Authority in Education

The development of generative artificial intelligence in education has brought about significant transformations in learning practices, particularly through its emergence as a shadow teacher capable of providing explanations, feedback, and learning materials instantly. This situation has given rise to new problems related to the shift in teachers' pedagogical authority, both in epistemic, relational, and normative aspects in formal classrooms. This study aims to analyze the impact of the use of generative AI on teachers' pedagogical authority and identify the opportunities and challenges it poses in the contemporary educational context. This study uses a qualitative approach with a literature review method, which includes data collection through searching reputable journal articles, academic books, research reports, and education policy documents relevant to the topic of AI and pedagogy. Data analysis techniques used thematic and comparative analysis to identify patterns, trends, and differences in expert views. Data validity was maintained through evaluation of source credibility, reference recency, and argument consistency, while triangulation was carried out by comparing findings from various types of sources and disciplinary perspectives. The results of the study indicate that generative AI has the potential to shift teachers' pedagogical authority from the center of knowledge transmission to the role of facilitator, learning curator, and value builder, but not completely replace the role of the teacher. Pedagogical authority is actually undergoing a redefinition, demanding stronger pedagogical, ethical, and digital literacy competencies. This research implies the importance of developing teacher education and training policies that are adaptive to the integration of AI in a critical, humanistic manner, and oriented toward strengthening teachers' strategic role in the digital learning ecosystem.