Reimagining Teacher Education in the Age of Generative AI: TVET Pre-Service Teachers’ Perspectives on Digital Pedagogical Competence
DOI:
https://doi.org/10.53797/jthkks.v6i2.5.2025Keywords:
Generative Artificial Intelligence (GenAI), pre-service teachers, AI-TPACK, teacher education, Technology Acceptance Model (TAM), educational technologyAbstract
Over the past decade, the rapid advancement of educational technologies—most notably Generative Artificial Intelligence (GenAI) has reshaped the global teaching and learning landscape. Tools such as ChatGPT and other Large Language Models (LLMs) have demonstrated transformative potential in enabling personalised learning, automating assessment, generating context-specific teaching resources, and fostering inclusivity for diverse learners. Despite these advancements, concerns remain regarding educators’ preparedness, particularly among pre-service teachers, to integrate GenAI effectively and ethically into pedagogy. This study aimed to assess the levels of participation, perceived usefulness, perceived ease of use, AI-TPACK understanding, and behavioural intention towards GenAI adoption among pre-service teachers in the Technical and Vocational Education and Training (TVET) context. Employing a quantitative survey design, data were collected from 61 pre-service teachers enrolled in the Bachelor of Teaching Degree Program (PISMP), June 2022 Intake (Year 3, Semester II), specialising in Design and Technology (RBT) at the Institute of Teacher Education, Technical Education Campus (IPGKPT). A 36-item questionnaire based on a 5-point Likert scale was administered, and descriptive statistics (mean and standard deviation) were computed using SPSS Version 30. Findings indicate a high level of behavioural intention to adopt GenAI (M = 3.89, SD = 0.92), with moderate perceptions of ease of use (M = 3.10, SD = 1.01) and average perceptions of usefulness (M = 3.36, SD = 1.03), reflecting existing gaps in AI literacy. These results hold important implications for policy-makers, curriculum designers, and teacher educators, underscoring the need for targeted GenAI-integrated training, practice-based learning opportunities, and ethical competency frameworks. Aligned with Malaysia’s Digital Education Policy 2023–2030, this research contributes to the literature on technology acceptance by providing empirical evidence of GenAI readiness in specialised teacher education, offering insights to support national and global educational transformation agendas.
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