PREPARING FUTURE EDUCATORS: PRESERVICE TEACHERS’ READINESS FOR ARTIFICIAL INTELLIGENCE USE IN GHANAIAN EDUCATION

Abstract

This study examined how ready preservice teachers in Ghana are to use artificial intelligence in their training and future classrooms. It focused on AI literacy, TPACK skills, ethical awareness, attitudes and access to technology. A convergent mixed-methods design was used, combining a survey of 412 preservice teachers with interviews and focus groups. The results show that while most preservice teachers hold positive views about AI in teaching, their literacy and ethical understanding are low. Many also lack steady access to AI-capable devices and reliable internet, which limits practical use. Perceived usefulness, self-efficacy and AI literacy were the strongest predictors of their intention to use AI. Ethical awareness and access did not show a significant effect. The qualitative findings revealed interest and curiosity, but also fear, limited ethical knowledge and concerns about weak infrastructure. The research suggests that teacher-training programs should encompass explicit AI literacy and ethics education, offer practical and build digital infrastructure. The steps will assist in effective and equitable implementation of AI in the teacher-education system in Ghana.