Prompting ChatGPT to support the academic journey of pre-service teachers

Abstract

Innovation in the delivery of education through the use of Artificial Intelligence (AI), like ChatGPT, is creating a formidable educational paradigm in higher education. This study aimed to assess the perceptions of all 141 third-year pre-service teachers about prompting ChatGPT to support their academic journey. The findings revealed that ChatGPT is helpful in educational tasks, and some pre-service teachers occasionally struggle to comprehend its tone and style. There is a slight inclination towards neutrality regarding the performance, and it is undecided whether the pre-service teachers are satisfied since some aspects need to be improved or if the pre-service teachers have limited exposure to AI. Lastly, the pre-service teachers generally agree with recommending ChatGPT to peers and mentors. ChatGPT has benefits for pre-service teachers in different educational settings; however, they should also maintain a balance and employ the smart and honest application of this educational tool to uphold academic integrity.