Chinese MTES show medium-level AI-TPACK overall, with AI-TK the lowest-scoring component and teaching beliefs the highest, indicating a basic, preliminary stage¶
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Evidence · 1 study · associationalr?·q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person · recheck by 2030: baselines and conditions change
Subclaims¶
Reading the evidence codes
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q2 i? MTES AI-TPACK is at a basic, preliminary stage: means are at medium level, teaching beliefs highest (M=5.18) and AI-TK lowest (M=4.18). → Meijuan Xie 2025
Evidence¶
Meijuan Xie 2025¶
Meijuan Xie, Liling Luo. (2025). The Status Quo and Future of AI-TPACK for Mathematics Teacher Education Students: A Case Study in Chinese Universities. arXiv. https://arxiv.org/abs/2503.13533 doi:10.48550/arxiv.2503.13533
q2 · i? · associational · r?
Descriptive statistical analysis of the post-test survey of 412 MTES from seven universities. Means of all six variables were medium level, and the study concludes "the current status of AI-TPACK for MTES in China is at a basic, preliminary stage", with students predominantly using elementary AI tools such as question-and-answer systems (N=327).
"The mean values are range from 3.7 to 5.3, which are all at the medium level. However, a comparison of the six variables reveals that teaching beliefs and self-efficacy exhibit higher levels than the AI-TPACK components (AI-TK, AI-TCK, AI-TPK, and AI-TPACK). The mean value of teaching beliefs (M=5.18) is the highest, while that for AI-TK (M=4.18) is the lowest."
Discussion¶
Related Claims¶
- AI-TPACK component scores show no significant differences across MTES grades, while self-efficacy and teaching beliefs do differ — related
- Teaching experience does not significantly enhance MTES AI-TPACK proficiency, though experienced MTES scored slightly higher on every variable — related
- Teaching beliefs are negatively associated with AI-TCK and AI-TPK and show no significant effect on AI-TK, suggesting excessive teaching beliefs may impede AI-TPACK advancement — related
- Among AI-TPACK dimensions, all except AI technological knowledge and integrative AI-TPACK are significantly and positively associated with college teachers' AI teaching innovation behavior — related
- AI-TK contributes to AI-TPACK only indirectly through AI-TPK and AI-TCK, which positively predict AI-TPACK — related
- Pre-service teachers' innovative competence is at a medium-to-high level, with innovation practice the lowest subdimension — related
- Faculty report high self-perceived knowledge in traditional TPACK domains but substantially lower self-perceived knowledge in technology-integrated GenAI domains — related
- Review reports that teachers' beliefs, attitudes and TPACK—not AI knowledge alone—mediate AI integration — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
mtes-aick-tk-lowest-medium-level-basic-stage |
title |
Chinese MTES show medium-level AI-TPACK overall, with AI-TK the lowest-scoring component and teaching beliefs the highest, indicating a basic, preliminary stage |
description |
Chinese MTES show medium-level AI-TPACK overall, with AI-TK the lowest-scoring component and teaching beliefs the highest, indicating a basic, preliminary stage |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2025 |
recheck_by |
2030 |
generated |
by process:wiki-ingest on 2026-10-12 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — meijuan-xie-2025 |
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