INTRODUCING AI EDUCATION ACROSS SUBJECTS IN PRE-SERVICE TEACHER EDUCATION: INSIGHTS FROM A QUALITATIVE STUDY AND COURSE IMPLEMENTATION
DOI:
https://doi.org/10.18173/2354-1075.2026-0052Keywords:
artificial intelligence, teacher education, computer science educationAbstract
Artificial intelligence (AI) is rapidly transforming how we live, work, and learn. Enabling individuals to participate confidently and responsibly in this digitally evolving society requires a foundational understanding of AI and its role in education, particularly for pre-service teachers preparing to meet the demands of their future professional roles in schools. To examine pre-service teachers’ initial conceptions and expectations regarding the relevance and integration of AI in education, we conducted semi-structured interviews with participants from non–computer science backgrounds (N = 11). Based on these insights, we developed and implemented an elective module attended by 39 pre-service teachers from various subject areas and school types. The course was designed to foster AI education by addressing participants’ prior conceptions and by providing accessible AI literacy across subject areas, regardless of disciplinary background. This paper presents key findings from the interview study, outlines the course’s conceptual foundations and objectives, and reflects on its implications for future developments in teacher education. Building on these results, this exploratory qualitative study highlights best practices and offers recommendations to advance AI education in both national and international contexts.
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