Human-Centred AI Pedagogy in Teacher Education

Aim. This study examined whether a structured human-centred generative artificial intelligence pedagogy module enhances AI-supported professional competence among future educators compared with regular teacher education coursework. Methods. A mixed-methods quasi-experimental design with experimental and control groups was used. The study involved 164 pre-service teachers in preschool and primary education programmes. The experimental group (n = 86) completed a six-week Human-Centred AI Pedagogy module, while the control group (n = 78) followed ordinary pedagogy and educational technology coursework and could use AI tools independently, but received no structured AI-focused instruction. Data was collected through pre- and post-intervention questionnaires, expert assessment of pedagogical products and reflective commentaries. Quantitative data was analysed using confirmatory factor analysis, t-tests, mixed-design ANOVA, effect sizes and correlation analysis; qualitative data were analysed thematically. Results. The groups did not differ significantly at baseline, t(162) = 0.20, p = .842, d = 0.03. The second-order CFA showed good model fit (CFI = .974, TLI = .972, RMSEA = .027, SRMR = .056), supporting the proposed multidimensional structure of the questionnaire. After the intervention, the experimental group significantly outperformed the control group in total competence, t(162) = 8.82, p

Ethical Responsibility · generative AI · pre-service teachers · preschool and primary education · Professional Competence · Reflective Practice · responsible AI use · teacher professional development · Artificial Intelligence in Education · Digital literacy in education · Teacher Education and Leadership Studies