Keywords
Artificial Intelligence
students majoring in pedagogy
perspectives
challenges
transformative potential
How to Cite
Abstract
The article examines the views of students majoring in pedagogy on the problem of changes in teaching didactics in the era of artificial intelligence (AI). Our research is based on the idea that understanding the views of today's pedagogy students is crucial, as they are the future educators who will be at the forefront of implementing AI-driven teaching strategies. In our study, we used a comparative method to compare ChatGPT responses with student opinions, giving us a unique opportunity to explore the convergence or divergence of views. Through this study, we aim to identify the prospects and threats of using AI opportunities from the perspective of pedagogical students to clarify the question ‘How to improve the professional training of future teachers?’ to ‘arm them’ with the skills and knowledge necessary to use AI effectively and ensure that the next generation of teachers is well prepared to navigate the expanding AI-enabled educational environment and be leaders in education. The study was conducted in May 2024, during which the experiment participants (ChatGPT generator software and 62 master's majoring in pedagogy at Khmelnytsky Humanitarian and Pedagogical Academy and Western Ukrainian National University) were asked two research questions. We used an open-ended, explanatory, free-writing approach to encourage emotional expression and creativity, following the micro-article structure in the students’ responses. Qualitative content analysis of the data was conducted using MAXQDA software through triangulated coding with three coders, and main and subcategories were derived inductively. The obtained results demonstrate the opportunities and challenges of using artificial intelligence in teaching didactics, actualise the need to develop and implement adaptive approaches to teaching didactics, and also, in the course of the survey, we received recommendations to meet the growing educational needs of students of pedagogical specialities. The study contributes to the pedagogical discourse on academic innovation, guides the development of didactic approaches to meet the challenges of implementing artificial intelligence models, and highlights the transformative potential of AI in teacher education. Our research lays the foundation for a deeper study of the consequences of integrating artificial intelligence into education and its potential implications for the development of teaching didactics.
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