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INTEGRATING GENERATIVE ARTIFICIAL INTELLIGENCE IN TEACHER EDUCATION: ENHANCING DIGITAL LITERACY, VIEWING AND REPRESENTING SKILLS

Faloye Bankole Olagunju (Ph.D.), Olowoyeye Cyril Abioye Charles (Ph.D.)

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Abstract

This study investigates the role of Artificial Intelligence (AI) in bridging digital literacy and viewing-representing skill gaps among English language pre-service teachers in public universities in Ekiti State, Nigeria. Anchored on the Technological Pedagogical Content Knowledge (TPACK) framework, the study explores how next-generation language educators integrate AI-driven tools to enhance technology, pedagogy, and content knowledge in language teaching and learning. Data were collected from 200 English language student teachers selected through random sampling from two government-owned universities in Ekiti and Ondo states. A self-structured, AI-integrated Google Form was used as the research instrument, validated through face and content validity procedures (α = 0.62). Data analysis employed measurements of central tendencies, weighted mean, and standard deviation. Findings revealed moderate proficiency in basic digital literacy skills, with noticeable gaps in viewing and representing AI-related icons, particularly ChatGPT (mean scores: 1.9 and 1.8, respectively). The results underscore the potential of AI-driven pedagogical interventions to enhance digital literacy competencies, offering adaptive learning strategies aligned with learners needs. This study advocates for systematically integrating AI technologies in The Core Curriculum and Minimum Academic Standards (CCMAS)  universities curriculum for Language Education programmes.

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Keywords: Generative AI, Teacher Education, Digital Literacy, Viewing Skills, Representing Skills