Exploring the opportunities and challenges of AI-powered chatbots in teacher training : A content analysis of pre-service teachers’ perceptions

Abstract

The usage of AI-powered chatbots and other AI tools in academic settings has gained significant popularity in recent years. While many universities have been looking into ways to incorporate AI-driven solutions into their pedagogical approaches, others have expressed concerns about the ethical implications, data privacy, and reduction of human communication. Consequently, it is essential to investigate the benefits and drawbacks of AI chatbots to ensure their safe use and integration into different levels of education. This study addressed this gap by investigating teachers’ perceptions of the opportunities and challenges of AI chatbots.

Twelve faculty members connected to disciplines in teacher education training in higher education universities in Finland participated in the semi-structured qualitative interviews. Thematic analysis was used to analyze participants' responses. The results showed a wide range of opportunities for AI-powered chatbots as “learning assistants”, “language and text enhancement”, “efficiency and productivity enhancement”, and pointed out challenges including “adapting to AI”, “reliability issues”, “educational impact”, “evaluation, and ethical” challenges. Additionally, this study suggested four themes for effective integration of AI tools in teacher training including “integrating into teachers’ roles”, “personalized AI for teaching”, “increasing positive attitudes”, and “evident policies”. The implications of the findings highlight how AI chatbots might be integrated into teacher training programs for both students and teachers. Thus, future research direction includes examining the impacts and barriers of implementing AI chatbots in teaching and learning.