Exploring the Role of Generative AI in Advancing Pre-service Teachers' Digital Literacy Through Educational Technology Courses
DOI:
https://doi.org/10.54097/7a1sv647Keywords:
Generative AI, Digital Literacy, Pre-service Teachers, AI-enhanced LearningAbstract
This study investigates the role of generative artificial intelligence (AIGC), particularly large language models, in enhancing the digital literacy of pre-service teachers. With the rapid growth of AI technologies, integrating generative AI into education has gained significant attention. The research focuses on how varying frequencies of generative AI usage affect pre-service teachers’ skills in information processing, problem-solving, and critical thinking. Using a polynomial regression model, we analyze the relationship between factors such as AI usage frequency, problem-solving time, feedback quality, and digital literacy scores. The results indicate that frequent use of generative AI substantially improves digital literacy, with the high-frequency group achieving higher and more consistent scores compared to the low-frequency group. Personalized feedback and project-based tasks, provided by generative AI, enhance students’ comprehension and application of digital technologies. This research shows that incorporating generative AI into teacher training programs not only supports personalized learning but also fosters essential digital competencies. The findings provide valuable insights for enhancing pre-service teachers' digital literacy and lay a foundation for future educational practices involving AI technologies.
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