Perception on Adaptive Teaching-Learning Systems with AI-Powered Pedagogical Approaches Among B.Ed Student Teachers
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Abstract
This article investigates the perception of B.Ed student teachers regarding adaptive teaching-learning systems integrated with AI-powered pedagogical approaches. As technology continues to reshape education, understanding how future educators perceive and accept such innovations is critical in teaching-learning. The integration of AI-powered pedagogical approaches into the educational site offers possibilities for personalized learning, real-time assessment, enhanced engagement, and broader accessibility. This is a descriptive survey method and involved 274 student-teachers from different B.Ed colleges in Coimbatore, Tamil Nadu. The self-constructed Likert-scale questionnaire was administered to gather data on dimensions such as awareness, usefulness, readiness, challenges, and willingness to use AI in pedagogy. The findings revealed a generally positive perception towards AI-enabled adaptive learning tools. The statistical analysis indicated the significant difference in perception on adaptive teaching-learning systems with AI-powered pedagogical approaches based on the demographic variables (their gender, age, marital status, year of study, location of college, qualification and subject specialization. However, a significant difference was found based on prior knowledge of AI, suggesting that exposure to AI tools contributes to higher acceptance levels. These insights emphasize the need to include AI-related modules in teacher education curricula and to provide targeted training that enhances digital literacy in teaching-learning. This paper helps in educational innovation and calls for systemic integration of AI tools in teacher training to foster future-ready classrooms. The findings support the development of policies and programs that prepare B.Ed student teachers for technology-enhanced teaching and learning.
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