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<p>Generative AI holds transformative potential for education but also introduces ethical and pedagogical complexities, thereby necessitating comprehensive teacher preparation. To investigate whether mindset-oriented professional development (PD), beyond tool-focused training alone, enhances teachers’ responsible AI use, we conducted a mixed-method study comparing two PD approaches with 57 preservice teachers. Participants were randomly assigned to either a tools-only training group or a combined tools-and-mindset training group, including modules on AI ethics, human-centered education, and pedagogical reflection. Results revealed that both groups experienced decreased AI anxiety; yet only the tools-only group reported statistically significant gains in self-efficacy across multiple AI competence domains. Conversely, the mindset group exhibited a targeted increase in human-centered AI competence, reflecting deeper ethical awareness and critical reflection. Qualitative analysis confirmed that mindset-trained teachers articulated more subtle concerns about AI’s risks and pedagogical implications, adopting a more cautious stance and expressing a desire for further ethics-focused training. This study provides empirical evidence that embedding mindset components into AI-focused PD fosters essential reflective capacities and ethical judgment. Effective teacher PD should thus integrate technical proficiency with ethics, human-centered design, and critical pedagogy, cultivating educators capable of responsibly integrating AI in classrooms.</p>

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Mindset matters: Fostering teachers’ responsible AI use through professional development

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年10月20日

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  • Luna Huynh,
  • Tam. H. Le,
  • Belle Dang,
  • Bien Thuy An,
  • Cam Tu Vu,
  • Andy Nguyen

摘要

Generative AI holds transformative potential for education but also introduces ethical and pedagogical complexities, thereby necessitating comprehensive teacher preparation. To investigate whether mindset-oriented professional development (PD), beyond tool-focused training alone, enhances teachers’ responsible AI use, we conducted a mixed-method study comparing two PD approaches with 57 preservice teachers. Participants were randomly assigned to either a tools-only training group or a combined tools-and-mindset training group, including modules on AI ethics, human-centered education, and pedagogical reflection. Results revealed that both groups experienced decreased AI anxiety; yet only the tools-only group reported statistically significant gains in self-efficacy across multiple AI competence domains. Conversely, the mindset group exhibited a targeted increase in human-centered AI competence, reflecting deeper ethical awareness and critical reflection. Qualitative analysis confirmed that mindset-trained teachers articulated more subtle concerns about AI’s risks and pedagogical implications, adopting a more cautious stance and expressing a desire for further ethics-focused training. This study provides empirical evidence that embedding mindset components into AI-focused PD fosters essential reflective capacities and ethical judgment. Effective teacher PD should thus integrate technical proficiency with ethics, human-centered design, and critical pedagogy, cultivating educators capable of responsibly integrating AI in classrooms.