Preservice teachers and artificial intelligence (AI): Factors influencing interest in AI-related training and the need for curriculum development in higher education

Preservice teachers, who represent the next generation of educators within the educational system, are a crucial group in the age of artificial intelligence (AI). Using data from 157 preservice teachers, structural equation models revealed that students’ perceived competence in using AI tools is the only positive predictor of their self-reported interest in further training in school subjects. In contrast, neither attitudes toward AI tools nor private or study-related use of AI showed any effect. Participants expressed particular interest in AI-related training integrated into their regular courses. Practical implications include the development of curricula for preservice teacher education that encompass integrated AI courses, addressing instructional design and pedagogical considerations, subject-specific AI-related topics, and AI-related content across the curriculum, particularly AI ethics. Moreover, systematic change management in higher education is warranted to foster the development of AI literacy among university teachers to enable them to provide high-quality in-service teacher programs.