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In recent years, there has been a growing interest in the integration of artificial intelligence (AI) into education. AI has the potential to enhance teaching and learning such as lesson plan preparation, and assessment practices. As technology continues to advance, it becomes crucial for pre-service business teachers (PBTs) to familiarize themselves with educational AI tools and their potential applications in the classroom. As AI becomes increasing prevalent in the classroom, it is important to explore PBTs’ use of AI (UAI) in their lesson planning and preparation (LPP) during teaching practicum (TP) from the lens of self-determination theory (SDT). Using explanatory correlational design, data were collected from 213 final-year PBTs from a university in Ghana. The questionnaire was validated with sound psychometric properties. The data were analysed using descriptive statistics (frequency, percentages, mean, standard deviation), inferential statistics (independent samples t-test), and Covariance-based Structural Equation Modelling (CB-SEM) via AMOS. The study discovered that PBTs frequently use AI in their LPP during TP. They demonstrated high motivational beliefs [autonomy needs (AN), competence needs (CN) and relatedness needs (RN)] towards the use of AI during TP. The study further revealed that there were no gender differences in PBTs’ UAI and their motivational beliefs (AN, CN, and RN) towards the use of AI during LPP. The regression model revealed that PBTs’ motivational beliefs significantly and positively predicted their UAI in LPP during TP. Specifically, PBTs’ CN and RN were the strongest predictors of UAI in LPP during TP. Teacher educators, curriculum developers, and policymakers are alerted to continue providing support, training, and professional development programmes that assist PBTs in integrating and using AI technology in LPP during TP. Policymakers are alerted to provide equal gender-based interventions that foster PBTs’ intrinsic motivational factors towards AI use and actual use of AI in LPP during TP.

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Modelling Pre-service Business Teachers’ Motivational Beliefs and Use of Artificial Intelligence in Lesson Planning-Preparation During Teaching Practicum

  • 章节

  • 发表日期：

    2025年

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  • Edmond Kwesi Agormedah

摘要

In recent years, there has been a growing interest in the integration of artificial intelligence (AI) into education. AI has the potential to enhance teaching and learning such as lesson plan preparation, and assessment practices. As technology continues to advance, it becomes crucial for pre-service business teachers (PBTs) to familiarize themselves with educational AI tools and their potential applications in the classroom. As AI becomes increasing prevalent in the classroom, it is important to explore PBTs’ use of AI (UAI) in their lesson planning and preparation (LPP) during teaching practicum (TP) from the lens of self-determination theory (SDT). Using explanatory correlational design, data were collected from 213 final-year PBTs from a university in Ghana. The questionnaire was validated with sound psychometric properties. The data were analysed using descriptive statistics (frequency, percentages, mean, standard deviation), inferential statistics (independent samples t-test), and Covariance-based Structural Equation Modelling (CB-SEM) via AMOS. The study discovered that PBTs frequently use AI in their LPP during TP. They demonstrated high motivational beliefs [autonomy needs (AN), competence needs (CN) and relatedness needs (RN)] towards the use of AI during TP. The study further revealed that there were no gender differences in PBTs’ UAI and their motivational beliefs (AN, CN, and RN) towards the use of AI during LPP. The regression model revealed that PBTs’ motivational beliefs significantly and positively predicted their UAI in LPP during TP. Specifically, PBTs’ CN and RN were the strongest predictors of UAI in LPP during TP. Teacher educators, curriculum developers, and policymakers are alerted to continue providing support, training, and professional development programmes that assist PBTs in integrating and using AI technology in LPP during TP. Policymakers are alerted to provide equal gender-based interventions that foster PBTs’ intrinsic motivational factors towards AI use and actual use of AI in LPP during TP.