Are They AI-Competent? Future Teachers’ Readiness to Use Conversational Agents as Learning Assistants

Abstract

This study examines the perceptions of student teachers regarding artificial intelligence technologies particularly their knowledge, their willingness to use them, any concerns and perceived benefits and challenges in relation to the Digital Competence Framework for Citizens (DigComp) 2.2 digital competence framework. Our mixed-methods research, involving 372 undergraduate student teachers, revealed correlations among these aspects, indicating that frequent AI users have a stronger intention to use AI, while infrequent users express greater concerns about it. Student teachers acknowledge AI’s time-saving benefits as well as the convenience and academic enhancement it provides, but also voice concerns about its misuse and reliability and the potential impact on skill development and learning. These concerns are in agreement with digital competence areas of information literacy and safe technology use. Reflecting on these perceptions, it is essential to maximise the educational benefits of effective and responsible AI integration into higher education and foster the digital competencies of future teachers.