Teacher Education Students' Use of Technology and AI

This exploratory study investigated the readiness and perspectives of first-year pre-service teachers regarding technology integration, with specific reference to AI, in their educational practices as students and future teachers. UNESCO’s AI Competency Framework for Teachers was used to frame this single case study. Within an interpretative paradigm, the study adopted a qualitative approach. Data were generated at an ODL institution in South Africa through open-ended questionnaires completed by 197 Bachelor of Education students. Deductive thematic analysis was used to analyse the data. The findings from the five themes revealed varying levels of readiness, shaped by disparities in access, confidence, and familiarity with AI tools. Many participants lacked foundational skills and called for structured training and ongoing professional development to build competencies in ethical, pedagogical and practical use of AI. The study concludes that effective integration of AI into sustainable teacher education must be inclusive and context-responsive, especially in under-resourced ODL environments. Limitations include a single case study with one instrument and self-reported data, which calls for follow-up research. The paper contributes valuable insights into how teacher education programmes can prepare future teachers to use AI responsibly and effectively in support of inclusive and quality education for all.