THE PREDICTIVE POWER OF PRESERVICE TEACHERS' READINESS LEVELS FOR ARTIFICIAL INTELLIGENCE SUPPORTED INSTRUCTIONAL DESIGN ON LESSON PLANNING COMPETENCIES

Autors/ores

  • Serhat Süral Assoc. Prof. Dr., Pamukkale University, Faculty of Education, Turkiye
  • İrem Demir Academic Tutor, Master’s Program “Adult Education”, Pamukkale University, Faculty of Education, Turkiye

DOI:

https://doi.org/10.46827/ejes.v12i11.6402

Paraules clau:

artificial intelligence assisted instruction, readiness level, lesson planning competence, pre-service teacher

Resum

The purpose of this study is to examine the predictive power of pre-service teachers' readiness levels for artificial intelligence-supported instructional design on their lesson planning competencies. The sample of the study, in which the relational survey model, one of the quantitative research designs, consisted of 412 pre-service teachers from different departments studying at the Faculty of Education of a state university in Turkey. "Artificial Intelligence Assisted Instructional Design Readiness Scale" and "Lesson Planning Competency Scale" were used as data collection tools. Descriptive statistics, independent sample t-test, one-way ANOVA, Pearson correlation and multiple regression analyses were used to analyze the data. The findings revealed that pre-service teachers had high levels of both AI-supported instructional design readiness and lesson planning competencies. In addition, it was determined that their level of AI-supported instructional design readiness predicted their lesson planning competencies significantly and strongly. These results point to the need to support pre-service teachers' digital pedagogical competencies and the importance of increasing artificial intelligence-based instructional design-oriented practices in teacher training programs.

 

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Biografies de l'autor/a

  • Serhat Süral, Assoc. Prof. Dr., Pamukkale University, Faculty of Education, Turkiye

    Dr. Serhat Süral, Associate Professor, Pamukkale University, Faculty of Education, Department of Educational Sciences. Dr. Süral is a faculty member specializing in Curriculum and Instruction, Program Literacy, Teacher Education, Active Learning, and Instructional Design. He has authored and co-authored numerous national and international publications, contributed to various research projects, and supervised graduate-level theses in the field of Educational Sciences. His academic interests include curriculum development, teacher competencies, active learning environments, instructional planning, and educational research methodologies.

    ORCID: https://orcid.org/0000-0001-9601-3954

  • İrem Demir, Academic Tutor, Master’s Program “Adult Education”, Pamukkale University, Faculty of Education, Turkiye

    İrem Demir, M.A. Candidate, Pamukkale University, Faculty of Education, Department of Educational Sciences. İrem Demir is a graduate student focusing on Curriculum and Instruction. Her research interests include teacher competencies, curriculum implementation, program literacy, and instructional planning processes. She has participated in academic research projects and continues to develop expertise in educational program development and analysis.

    ORCID: https://orcid.org/0009-0000-9963-5628

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Descàrregues

Publicat

2025-11-27

Número

Vol. 12 Núm. 11 (2025)

Secció

Articles

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