teacher-readiness
Filtering by topic teacher-readiness(2)Clear all filters
- PaperComputers and Education: Artificial Intelligence17 Jul 2026
AI literacy-related domains and AI-TPACK readiness among preservice mathematics teachers: A factor-informed structural equation modelling study
Moeketsi Mosia, Fadip Audu Nannim, Felix Egara
A study of 130 preservice mathematics teachers in South Africa found that AI-TPACK readiness was largely unidimensional, with prior AI use, critical-ethical appraisal, and support/enablers positively associated. The structural equation model explained 53% of variance in readiness, though discriminant validity among AI literacy domains was mixed.
Original abstract
In this factor-informed exploratory CFA/SEM study, AI-literacy-related domains were treated as theoretically informed and empirically tested predictors of AI-TPACK readiness rather than as fully validated independent latent variables. Artificial intelligence (AI) is increasingly entering mathematics education, making it important to understand how preservice teachers become ready to integrate AI-supported tools pedagogically. This study examined AI-TPACK readiness among 130 preservice mathematics teachers at a South African public university. Exploratory factor analysis using polychoric correlations indicated that the AI-TPACK readiness items were essentially unidimensional; one weak design-confidence item was removed. The refined seven-item measurement model fitted better than the original eight-item specification, although discriminant-validity evidence for the broader AI-literacy-related domains was mixed. The primary gender-controlled latent SEM (sample n = 129) showed good approximate fit, χ 2 (602) = 789.92, p < .001, CFI = .981, TLI = .984, RMSEA = .049, SRMR = .082, and explained 53.0% of the variance in AI-TPACK readiness. Positive associations were observed for prior AI use, critical-ethical appraisal, and support/enablers. The support/enablers path had the largest standardised coefficient, but should be interpreted cautiously because the construct had marginal AVE and overlapped with information-source engagement. Year level was significant in the primary model but less stable in sensitivity analysis. Overall, the findings suggest that readiness was associated with direct AI experience and critical-ethical judgement, while the contribution of support/enablers remains provisional. The study contributes a cautious empirical account of AI-TPACK readiness in a Global South teacher education context.
- PaperDOAJ — ELT & TESOL1 Oct 2025
Use of ICT Integrated Pedagogy in English Language Teaching: Readiness and Challenges
Purna Bahadur Kadel , Bishow Raj Joshi
English teachers in Nepali community schools show readiness for ICT-integrated pedagogy, which enhances engagement, motivation, and 21st-century skills, but face challenges such as lack of devices and insufficient training. The study highlights the need for policy support and professional development to effectively integrate ICT into language teaching.
Original abstract
Background: Information Communication Technology (ICT) integrated pedagogy is an essential approach to improve learning achievement, particularly language skills, vocabulary, grammar and 21st century skills at community schools. Objectives: This study attempted to explore whether English language teachers are ready to use ICT integrated pedagogy in teaching English at the secondary level and to identify the challenges of English language teachers in integrating ICT in teaching English. Methods: To deal with the research objectives, a hermeneutic phenomenological research design was used to accomplish this study. The lived experiences and reflections of English language teachers were required to find out the relevance of ICT integrated pedagogy and their readiness to employ ICT tools for enhancing learning achievement. Eight English teachers were selected through a judgmental non-random sampling procedure. The in-depth interview and classroom observation were administered to elicit the required lived experiences of English language teachers regarding their readiness and challenges of applying ICT integrated pedagogy to teach language skills, vocabulary, and grammar to the EFL learners in the context of Nepal. Findings: The findings of this study were the inevitability of engagement and motivation, the development of 21st century skills in learning through ICT literacy, the lack of ICT devices and e-learning workshops and training in developing language skills and aspects. Conclusion: ICT integrated pedagogy is an essential approach to engage the students to enhance learning achievement in community schools in Nepal. This approach helps the ELT teachers of basic and secondary level to promote their 21st century skills such as critical thinking skills, collaborative skills and digital literacy in the context of Nepal. Novelty: The implication of this study helps the policy makers, teachers and students to be aware of the benefits of digital pedagogy to promote learning achievement of the learners and professional growth of ELT teachers through digital pedagogy.