Year: 2025
Type: book-chapter
Study design: Observational Study
Abstract: The integration of Generative Artificial Intelligence (GenAI) into teacher education holds significant potential to enhance academic outcomes, foster engagement, and strengthen communication between educators and learners. This study examines the perceptions of trainee teachers on the integration of Generative AI at the Institute of Teacher Education, Technical Education Campus (IPGKPT). Anchored within global and national policy frameworks including the OECD Learning Compass 2030, UN Sustainable Development Goal 4, Malaysia’s Digital Education Policy 2023–2030, and Malaysia TVET Policy 2030 as the research positions GenAI as a catalyst for educational transformation. Employing a descriptive quantitative design, data were collected from a stratified cohort of Bachelor of Teaching (PISMP) trainee teachers via a structured questionnaire adapted from validated instruments and demonstrating high reliability (Cronbach’s α > 0.90). Descriptive statistical analyses revealed strong positive perceptions of improvement and engagement (M = 3.59, SD = 1.18), barriers and challenges (M = 3.37, SD = 1.03) and communication and independence (M = 3.12, SD = 1.02). Nonetheless, notable concerns were identified, including ethical issues, fairness in assessment, infrastructural limitations, and the risk of diminishing the teacher’s role. These findings highlight the need for targeted professional development, clear institutional guidelines, and equitable access to resources to ensure responsible GenAI integration. The study contributes empirical evidence to the growing discourse on AI readiness in teacher education, offering strategic recommendations aligned with Malaysia’s national digital and TVET priorities.
Institution: Institut Pendidikan Guru Kampus Pendidikan Teknik
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W7214418584