Restructure the university curriculum with graded AI-technology courses and cultivate MTES self-efficacy to advance AI-TPACK¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 associational), q3 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The authors recommend that universities strengthen AI technology course introduction and training, differentiate curriculum by grade level, and build learning communities with project-task-driven peer-assisted learning. Because self-efficacy positively predicted AI-TPACK components, "it is crucial to cultivate the self-efficacy of MTES", for example by helping them gain confidence and willingness to use AI tools when encountering difficulties. Teaching beliefs' negative associations with AI-TCK and AI-TPK mean institutions should also help MTES update their teaching beliefs, supported by school policies, resources, and uniform standards for evaluating teaching internships.

Design Implications¶

Context¶

Requirements¶

• Educational establishments must furnish requisite devices and environments and implement a structured curriculum incorporating AI and pedagogical practices

Constraints¶

• The negative teaching-beliefs association is correlational (SEM on a single survey), so the recommendation rests on observational evidence

Target Learners¶

• mathematics teacher education students across grade levels, from senior university students to second-year graduate students

Target Learning Goals¶

• AI-TPACK competence development, AI-TK proficiency, integration of AI with mathematics teaching

Claims¶

• Teachers without formal training report substantially lower positive beliefs about GenAI than university-prepared teachers [+W]

Related Strategies¶

• Differentiated interventions integrating AI literacy training, psychological capital cultivation, and professional identity reinforcement
• Faculty development for GenAI-era teaching innovation should address professional identity, AI literacy, and teaching self-efficacy alongside knowledge

Examples¶

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Key Sources¶

• 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