Pre-Service Teachers’ Readiness to Use Artificial Intelligence: Evidence from Kazakhstan

Abstract

The use of Artificial Intelligence (AI) in the teaching and learning process is a key demand in higher education. It encourages Kazakhstani universities to actively seek the best ways to incorporate AI into learning, providing students with the highest quality educational experience. This study aims to determine the attitudes of pre-service teachers toward the integration of AI in educational practice. Additionally, it examines the dynamics of attitude changes toward AI following the completion of a training program. Using a quantitative survey and statistical methods, data from 320 students at a pedagogical university were analyzed. The results showed a generally positive attitude toward AI, especially on the scales of perceived usefulness and ease of use. Previous experience with AI was significantly correlated with the intention to use the technology in future professional activities. After completing a six-week training program, statistically significant improvements were recorded on all scales. The paper confirms the importance of pedagogical training in the field of AI and emphasizes the need to include such modules in teacher training programs. These findings align with the research objectives of the study. The study offers practical insights for educators and policymakers to enhance teaching techniques in Kazakhstan and beyond, promoting more successful, research-based AI teaching strategies. In conclusion, this study contributes to the emerging field of EdTech by filling a data gap in Central Asia, particularly in Kazakhstan.