Equity in Teacher Education through AI-Mediated Work-Integrated Learning
DOI:
https://doi.org/10.38140/obp5-2026-03Keywords:
Artificial intelligence, equity, work-integrated learning, teacher education, connectivism, transformative learningAbstract
Equity in teacher education is a critical global issue, especially as digital transformation alters professional learning environments. This chapter explores the integration of artificial intelligence (AI) within work-integrated learning (WIL) as a strategy to enhance inclusive, practice-based teacher preparation. Drawing on connectivist and transformative learning theories, it introduces an AI-Mediated WIL Equity Framework that places teacher candidates at the heart of AI-mediated networks, which offer virtual simulations, adaptive feedback, learning analytics, and collaborative support. While AI-mediated WIL creates opportunities for equitable access, personalised learning, and reflective professional growth, several practical challenges must be addressed for effective implementation. These include disparities in digital infrastructure, algorithmic bias, limited digital literacy, and institutional readiness. The chapter concludes with recommendations for the ethical, context-responsive, and sustainable adoption of AI-mediated WIL, providing a scalable model for promoting fairness, inclusivity, and transformative learning in modern teacher education.
References
Ahiaku, P. K. A., Uleanya, C., & Muyambi, G. C. (2025). Rural schools and tech use for sustainability: The challenge of disconnection. Education and Information Technologies, 30(9), 12557–12571. https://doi.org/10.1007/s10639-024-13311-9
Ainscow, M. (2020). Promoting inclusion and equity in education: Lessons from international experiences. Nordic Journal of Studies in Educational Policy, 6(1), 7–16. https://doi.org/10.1080/20020317.2020.1729587
Alam, D. A. (2023). Connectivism learning theory and connectivist approach in teaching and learning: A review of literature. Bhartiyam International Journal of Education & Research, 12(2), 1-15.
Arya, V., Saraf, A., Chichkanov, N., Papa, A., & Romano, M. (2025). AI-enhanced competency transfer hubs: A conceptual framework for university-industry engagement and knowledge sharing. The Journal of Technology Transfer, 1-31. https://doi.org/10.1007/s10961-025-10233-7
Banihashem, S. K., & Aliabadi, K. (2017). Connectivism: Implications for distance education. Interdisciplinary Journal of Virtual Learning in Medical Sciences, 8(3). https://doi.org/10.5812/ijvlms.10030
Barbieri, W., & Nguyen, N. (2025). Generative AI as a "placement buddy": Supporting pre-service teachers in work-integrated learning, self-management and crisis resolution. Australasian Journal of Educational Technology, 41(2), 34-49. https://doi.org/10.14742/ajet.10035
Basit, A., Khan, Z. A., Rehman, I., & Iqbal, A. (2024). Analyzing how social media platforms, driven by AI, can serve as spaces for teachers' professional development by facilitating networking, knowledge sharing, and real-time collaboration. Review of Applied Management and Social Sciences, 7(4), 849–863. https://doi.org/10.47067/ramss.v7i4.418
Bura, C., & Myakala, P. K. (2024). Advancing transformative education: Generative AI as a catalyst for equity and innovation. arXiv preprint arXiv:2411.15971. https://doi.org/10.48550/ARXIV.2411.15971
Cappiali, T. M. (2023). A paradigm shift for a more inclusive, equal, and just academia? Towards a transformative-emancipatory pedagogy. Education Sciences, 13(9), 876. https://doi.org/10.3390/educsci13090876
Choudhary, P., Sharma, K., Sharma, K., Borasi, M., Bhargava, P., Ali, I., & Rehman, K. (2025). Enhancing mentorship through technology: A comprehensive review of current practices and future directions. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.5070036
Cinganotto, L., & Montanucci, G. (2025). Teacher training for the future: Insights from a needs analysis on digital technologies and artificial intelligence. Journal of E-Learning and Knowledge Society, 32-41. https://doi.org/10.20368/1971-8829/1136172
Corbett, F., & Spinello, E. (2020). Connectivism and leadership: Harnessing a learning theory for the digital age to redefine leadership in the twenty-first century. Heliyon, 6(1), e03250. https://doi.org/10.1016/j.heliyon.2020.e03250
Correia, A., Água, P., & Conceição, V. (2024). AI in education: A comparative study of rhizomatic and connectivism pedagogical theories. In INTED2024 Proceedings IATED (pp. 4548–4555). https://doi.org/10.21125/inted.2024.1179
Dieker, L. A., Rodriguez, J. A., Lignugaris-Kraft, B., Hynes, M. C., & Hughes, C. E. (2014). The potential of simulated environments in teacher education: Current and future possibilities. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 37(1), 21–33. https://doi.org/10.1177/0888406413512683
Drescher, J., Podolsky, A., Reardon, S. F., & Torrance, G. (2022). The geography of rural educational opportunity. RSF: The Russell Sage Foundation Journal of the Social Sciences, 8(3), 123–149. https://doi.org/10.7758/RSF.2022.8.3.05
El-Hamamsy, L., Monnier, E.-C., Avry, S., Chessel-Lazzarotto, F., Liégeois, G., Bruno, B., Zufferey, J. D., & Mondada, F. (2023). An adapted cascade model to scale primary school digital education curricular reforms and teacher professional development programs. Education and Information Technologies, 29(9), 10391–10436.
Ferguson, R. (2012). Learning analytics: Drivers, developments and challenges. International Journal of Technology Enhanced Learning, 4(5/6), 304. https://doi.org/10.1504/IJTEL.2012.051816
Holmes, W., & Luckin, R. (2016). Intelligence unleashed: An argument for AI in education. Pearson: UCL Knowledge Lab.
Jackson, D. (2015). Employability skill development in work-integrated learning: Barriers and best practice. Studies in Higher Education, 40(2), 350–367. https://doi.org/10.1080/03075079.2013.842221
Jacoby, D., Savage, S., & Coady, Y. (2024). Remote possibilities: Where there is a WIL, is there a way? AI education for remote learners in a new era of work-integrated learning. Proceedings of the AAAI Symposium Series, 3(1), 478–485. https://doi.org/10.1609/aaaiss.v3i1.31261
Jeong, S., & McMillan, M. (2015). Work integrated learning (WIL): Integrating frameworks for education and practice. Journal of Problem-Based Learning, 2(1), 1–10. https://doi.org/10.24313/jpbl.2015.2.1.1
Judijanto, L., Mudinillah, A., & Joshi, N. (2025). AI and social equity: Challenges and opportunities in the age of automation. Journal of Social Science Utilizing Technology, 3(1), 42–51.
Kayal, A. (2024). Transformative pedagogy: A comprehensive framework for AI integration in education. In T. Singh, S. Dutta, S. Vyas, & Á. Rocha (Eds.), Explainable AI for education: Recent trends and challenges (Vol. 19, pp. 247–270). Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-72410-7_14
Kusmawan, U. (2023). Redefining teacher training: The promise of AI-supported teaching practices. Journal of Advances in Education and Philosophy, 7(09), 332–335. https://doi.org/10.36348/jaep.2023.v07i09.001
Lameras, P., & Arnab, S. (2021). Power to the teachers: An exploratory review on artificial intelligence in education. Information, 13(1), 14. https://doi.org/10.3390/info13010014
Lee, H., Lee, S. H., & Quek, T. Q. S. (2022). Artificial intelligence meets autonomy in wireless networks: A distributed learning approach. IEEE Network, 36(6), 100–107. https://doi.org/10.1109/MNET.105.2100450
Luke, N., & Rogers, C. (2015). Responding to uncertainty: Teacher educator professional development through co-teaching and collaborative reflection. LEARNing Landscapes, 8(2), 245–259. https://doi.org/10.36510/learnland.v8i2.707
Matsieli, M., & Mutula, S. (2024). COVID-19 and digital transformation in higher education institutions: Towards inclusive and equitable access to quality education. Education Sciences, 14(8), 819. https://doi.org/10.3390/educsci14080819
McMahon, M., Forde, C., & Dickson, B. (2015). Reshaping teacher education through the professional continuum. Educational Review, 67(2), 158–178. https://doi.org/10.1080/00131911.2013.846298
Menary, R. (2007). Cognitivism and internalism. In R. Menary (Ed.), Cognitive integration (pp. 10–37). Palgrave Macmillan UK. https://doi.org/10.1057/9780230592889_2
Mezirow, J. (1978). Perspective transformation. Adult Education, 28(2), 100–110. https://doi.org/10.1177/074171367802800202
Neupane, B. P., Paudel, P., Dahal, N., Karki, S., Paudel, G. R., Ghimire, P., & Thapa, B. (2025). English language teaching in the age of artificial intelligence: Tools, techniques, and methodologies. Advances in Mobile Learning Educational Research, 5(1), 1356–1369. https://doi.org/10.25082/AMLER.2025.01.011
Ravenscroft, A. (2011). Dialogue and connectivism: A new approach to understanding and promoting dialogue-rich networked learning. The International Review of Research in Open and Distributed Learning, 12(3), 139. https://doi.org/10.19173/irrodl.v12i3.934
Sanfilippo, F. (2025). The importance of mentorship in career development. The American Journal of Pathology, 195(10), 1758–1765. https://doi.org/10.1016/j.ajpath.2025.07.002
Selwyn, N. (2020). Re-imagining 'learning analytics' ... a case for starting again? The Internet and Higher Education, 46, 100745. https://doi.org/10.1016/j.iheduc.2020.100745
Sharma, A., & Sharma, A. (2025). Enhancing work-integrated learning with generative AI: Opportunities, challenges, and frameworks. In K. Bindumadhavan & N. Lacey (Eds.), Work integrated learning: Directions for the future (Vol. 1206, pp. 555–569). Springer Nature Singapore. https://doi.org/10.1007/978-981-96-0201-8_35
Sundaresan, S., & Zhang, Z. (2022). AI-enabled knowledge sharing and learning: Redesigning roles and processes. International Journal of Organizational Analysis, 30(4), 983–999. https://doi.org/10.1108/IJOA-12-2020-2558
Sunthonkanokpong, W., & Murphy, E. (2019). Quality, equity, inclusion and lifelong learning in pre-service teacher education. Journal of Teacher Education for Sustainability, 21(2), 91–104. https://doi.org/10.2478/jtes-2019-0019
Voinea, M. (2019). Rethinking teacher training according to 21st century competences. European Journal of Multidisciplinary Studies, 4(3), 20. https://doi.org/10.26417/341umm27o
Ward, L., Grudnoff, L., Brooker, B., & Simpson, M. (2013). Teacher preparation to proficiency and beyond: Exploring the landscape. Asia Pacific Journal of Education, 33(1), 68–80. https://doi.org/10.1080/02188791.2012.751896
Yildiz Durak, H., & Onan, A. (2025). A systematic review of AI-based feedback in educational settings. Journal of Computational Social Science, 8(4), 96. https://doi.org/10.1007/s42001-025-00428-1
Zeb, A., Rehman, F. U., Bin Othayman, M., & Rabnawaz, M. (2025). Artificial intelligence and ChatGPT are fostering knowledge sharing, ethics, academia and libraries. The International Journal of Information and Learning Technology, 42(1), 67–83. https://doi.org/10.1108/IJILT-03-2024-0046
Zeichner, K. (2010). Rethinking the connections between campus courses and field experiences in college- and university-based teacher education. Journal of Teacher Education, 61(1–2), 89–99. https://doi.org/10.1177/0022487109347671
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Adeniyi Michael Adeduyigbe, Bamidele Emmanuel Tijani, Anuoluwapo Elizabeth Adeduyigbe
This work is licensed under a Creative Commons Attribution 4.0 International License.
