Student teachers’ perceptions of artificial intelligence chatbots for classroom practices: An interpretative phenomenological analysis
DOI:
https://doi.org/10.38140/ijer-2025.vol7.1.05Keywords:
Artificial Intelligence, chatbots, student teacher , Technological Pedagogical Content Knowledge, classroom practicesAbstract
This paper examines student teachers’ understanding of Artificial Intelligence (AI) chatbots and their application in teaching and learning practices. A qualitative research methodology, specifically Interpretative Phenomenological Analysis (IPA), was employed to explore student teachers’ perceptions of AI chatbots. A purposive sampling strategy was used to select eleven (11) student teachers in their fourth year of study for a B.Ed. degree at the University of Technology in South Africa. To interpret and analyse student teachers’ perceptions of the use of AI chatbots in their teaching and learning practices, data analysis was conducted using Systematic Text Condensation (STC) in a five-step process. The study explored themes aligned with the knowledge dimensions of the Technological Pedagogical Content Knowledge (TPACK) framework. Findings revealed a generally limited understanding among student teachers regarding artificial intelligence, particularly chatbots. Although some learners in schools use chatbots, student teachers still lack the knowledge to utilise these technological systems for teaching practices. This includes, among other things, using AI chatbots to transform classrooms into personalised learning environments for classroom management and student analytics. In a nutshell, an AI chatbot for classroom purposes can serve as a diligent administrative assistant, an Indigenous planner, and enhance pedagogical practices. These findings underscore the need for further research and training to improve student teachers' knowledge and utilisation of AI chatbots in the classroom.
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