Case ReportPublished qualitative study2025
AAB-CASE-2025-RV-055
Pre-service teachers preparedness for AI-integrated education: An investigation from perceptions, capabilities, and teachers’ identity changes
CAEAI; EdUHK; pre-service AI-integrated K-12 readiness.
This page documents an AI literacy or AI education case for registry purposes. It is descriptive and does not imply AAB endorsement of any specific tool, provider, or intervention.
01
Implementation
Education University of Hong Kong
02
Learning context
Private program
03
AI role
Co-creator
04
Outcome signal
Identity
Registry Facets
0
Education Level
- Higher education
Subject Area
- Teacher professional development
- AI literacy
Use Case Type
- Interview study
Stakeholder Group
- Teachers
AI Capability Type
- Broad
- Ethics and society
Implementation Model
- Classroom-level
Evidence Type
- Qualitative
Outcomes Domain
- Identity
- Self-efficacy
Implementing Organization
1
Organization Type
Education University of Hong Kong
Location
Hong Kong SAR, China
Primary Facilitator Role
Researchers
Learning Context
2
Setting Type
- Private program
Session Format
Semi-structured interviews
Duration
Qualitative study
Group Size
24 pre-service teachers
Devices
AI in education (general integration)
Constraints
- Small sample
- Confucian cultural context noted in keywords
Learner Profile
3
Age Range
Pre-service teachers
Prior AI Exposure Assumed
Emerging
Prior Programming Background Assumed
Varies
Educational Intent
4
Primary Learning Goals
- Map perceptions, self-efficacy, AI literacy, and identity shifts
Secondary Learning Goals
- Inform collaborative vs mechanical AI integration in teacher prep
What This Was Not
- Not randomized PD trial
AI Tool Description
5
Tool Type
AI-integrated K-12 teaching (general)
AI Role
- Co-creator
- Tutor
Languages
Hong Kong
User Interaction Model
- Teachers describe when and how they use AI
Safeguards
- Ethics and fundamentals gaps must be closed in programs
Activity Design
6
Activity Flow
- Interviews
- Thematic analysis
Human Vs AI Responsibilities
- Prepare teachers for dynamic collaboration, not tool-only use
Scaffolding Strategies
- Identity-aware teacher education
Observed Challenges
7
Educators Reported
- Mechanistic view of AI limits collaborative integration
- Need deeper AI literacy and ethics in prep programs
Design Adaptations
8
Adaptations
- Links social cognitive theory to changing teacher roles
Reported Outcomes
9
Engagement
Learning Signals
Educators Reflection
Concrete teacher-training demands for AI-integrated classrooms.
Ethical & Privacy Considerations
10
Privacy
- Interview confidentiality
- Cultural sensitivity
Evidence Type
11
Evidence
- Activity documentation
- Practitioner observation
Relevance to Research
12
Potential Research Use
- Scale with surveys + classroom observations
- Cross-cultural comparison
Relevant Research Domains
- Pre-service teachers
- AI integration
- Identity
Case Status
13
Case Status
- Completed
AAB Classification Tags
14
Age
Adults (pre-service)
Setting
Hong Kong
AI Function
Integration readiness
Pedagogy
Qualitative
Risk Level
Low
Data Sensitivity
Medium
Registry Metadata
15
Case ID
AAB-CASE-2025-RV-055
Publication Status
Published qualitative study
Tags
caseHigher educationHong Kong SAR, ChinaClassroom-levelBroadTeacher professional developmentAI literacyInterview study