Year: 2026
Type: article
Study design: Observational Study
Abstract: The increasing integration of artificial intelligence (AI) in education has created new competency requirements for teachers, particularly in the ability to understand and apply AI technologies in teaching and learning. This study examined the artificial intelligence competency of pre-service teachers in higher institutions in Gombe State, Nigeria, focusing on students from Gombe State University and the Federal College of Education (Technical), Gombe. The study was guided by the Technological Pedagogical Content Knowledge (TPACK) and the Digital Competence Framework for Educators (DigCompEdu). A descriptive survey design was adopted, and data were collected from 200 pre-service teachers using the Artificial Intelligence Competency Questionnaire for Pre-Service Teachers (AICQ-PST). Data were analyzed using descriptive statistics, linear regression, and t-test. The findings revealed a moderate level of AI competency among pre-service teachers, with technical skills and pedagogical readiness significantly influencing AI competency. However, no significant difference was found between the two institutions. The study recommends curriculum enhancement and practical AI training to strengthen teachers’ preparedness for AI-supported classrooms
Source: Gombe Journal of Education
Institution: Gombe State University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W7220256285