Insights of pre-service teachers in the UAE on AI-infused K-12 classrooms: Implications for policy and curricula in teacher education

The swift emergence of Artificial Intelligence (AI) tools in recent decades has led to various transformations in teacher education curricula and policy. This study examined the perspectives of 20 pre-service teachers attending different teacher education programs in the United Arab Emirates towards integrating AI in teacher education curricula and the implications for professional practice in K-12 classrooms and teacher education policy. A qualitative research design was employed to collect data through semi-structured interviews using a purposive sampling technique. Following a thematic analysis of the findings, the study revealed the existing challenges and opportunities of AI adoption among pre-service teachers and the timely need to integrate AI across teacher education curricula along with the necessity for more funding for AI and advanced policies on AI use in education. Moreover, the findings reiterated optimism among pre-service teachers towards AI and its potential in teacher education and K-12 classrooms for personalizing learning and fostering instructional practices. However, Pre-service teachers voiced concerns over ethical issues and student-teacher relationships because of AI integration in education. Recommendations for embedding AI literacy and sustained technology-related professional development in teacher education programs were offered. The study adds to the existing literature on AI in teacher education in the UAE context with new insights that contribute to future reforms in teacher education and the preparation of educators who are equipped with the necessary skills and knowledge to succeed in the evolving AI-infused K-12 classrooms.