Universitas: Journal of Global Research and Innovation
Published August 21, 2026 | Version 1.0
Journal article Open

AI-Tpack and the Pre-Service Teacher: Mapping the Structural Disconnect Between Personal AI Use and Instructional Design

Authors/Creators

  • 1. ROR icon Taguig City University

Description

The rapid infusion of Artificial Intelligence (AI) into education requires empirical evidence on the readiness of pre-service teachers across disciplines. This descriptive-correlational study examined the AI-TPACK (Artificial Intelligence-Technological Pedagogical Content Knowledge) readiness of 264 pre-service teaching interns enrolled in Bachelor of Elementary Education (BEEd) and Bachelor of Secondary Education (BSE) programs, majoring in English, Mathematics, and Science, at Taguig City University. Using an instrument adapted from Ning et al. (2024), the study assessed participants across seven domains: Content Knowledge (CK), Pedagogical Knowledge (PK), AI-Technological Knowledge (AI-TK), Pedagogical Content Knowledge (PCK), AI-Technological Content Knowledge (AI-TCK), AI-Technological Pedagogical Knowledge (AI-TPK), and integrated AI-TPACK. It further examined whether the purpose of respondents' personal AI use (educational, social media, or media/video) predicted their instructional design readiness, and whether readiness varied across program cohorts. Descriptive results showed high self-reported competency in CK (94.3%) and PK (93.2%), and somewhat lower but still high competency in the AI-integrated domains (82.5%–87.9%). However, multiple linear regression analyses revealed that personal AI use patterns did not significantly predict any AI-TPACK indicator (p > 0.05, R² ≤ 0.016), and one-way ANOVA revealed no significant differences across program cohorts. These findings point to a structural disconnect between personal familiarity with AI and professional instructional design readiness, underscoring the need for teacher education institutions to move beyond passive exposure to technology toward explicit, discipline-embedded AI-TPACK instruction.

Files

AI-Tpack and the Pre-Service Teacher_ Mapping the Structural Disconnect Between Personal AI Use and Instructional Design.docx (2).pdf

Files (382.6 kB)

Additional details

References

  • Alejandro, I. M. V., Sanchez, J. M. P., Sumalinog, G. G., Mananay, J. A., Goles, C. E., & Fernandez, C. B. (2024). Pre-service teachers' technology acceptance of artificial intelligence (AI) applications in education. STEM Education, 4(3), 199–218. https://doi.org/10.3934/steme.2024012
  • Bautista, A., Estrada, C. E., Jaravata, A. M., Mangaser, L. M., Narag, F., Soquila, R., & Asuncion, R. J. (2024). Preservice teachers' readiness towards integrating AI-based tools in education: A TPACK approach. Educational Process: International Journal, 13(3), 40–68. https://doi.org/10.22521/edupij.2024.133.3
  • Department of Education. (2025). DepEd launches Education Center for AI Research (E-CAIR). Department of Education, Philippines. https://www.deped.gov.ph/2025/02/ecair
  • EDCOM II. (2025). Fixing the foundations: A matter of national survival (Year Two Report). Congressional Commission on Education. https://edcom2.gov.ph/media/2025/01/EDCOM-2-Year-2-Report-Fixing-the-Foundations-2025.pdf
  • House Bill 02186, 19th Congress of the Philippines. (2025). An act establishing a framework for monitoring artificial intelligence education implementation in basic education. House of Representatives of the Philippines.
  • Ilagan, J. O., Valderrama, N. G. A., & Cabañero, P. F. H. V. (2025). Assessment of pre-service teachers' TPACK competence, attitude and abilities in Laguna State Polytechnic University, Philippines. International Journal of Research and Innovation in Social Science, 9(1), 1–15. https://doi.org/10.47772/IJRISS.2025.9010001
  • Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)? Contemporary Issues in Technology and Teacher Education, 9(1), 60–70. https://citejournal.org/volume-9/issue-1-09/general/what-is-technological-pedagogicalcontent-knowledge
  • Lumala, M. R., Gonzales, K. P., & Santos, D. L. (2025). AI literacy among pre-service teachers: Challenges and opportunities in Philippine higher education. PhilArchive. https://philarchive.org/archive/LUMALA
  • Ning, Y., Zhang, C., Xu, B., Zhou, Y., & Wijaya, T. T. (2024). Teachers' AI-TPACK: Exploring the relationship between knowledge elements. Sustainability, 16(3), 978. https://doi.org/10.3390/su16030978
  • Nunnally, J. C. (1978). Psychometric theory (2nd ed.). McGraw-Hill.
  • Petko, D., Döbeli Honegger, B., & Prasse, D. (2025). Fostering digital competencies in teacher education: A framework approach. Frontiers in Education, 10, 1552760. https://doi.org/10.3389/feduc.2025.1552760
  • Runge, H., Hebibi, A., & Lazarides, R. (2025). Artificial intelligence and TPACK in teacher education: A systematic review of the literature 2015–2024. Computers in Human Behavior: Artificial Humans, 3(1), 100089. https://doi.org/10.1016/j.chbah.2024.100089
  • Xie, M., & Luo, L. (2025). The status quo and future of AI-TPACK for mathematics teacher education students: A case study in Chinese universities. arXiv preprint arXiv:2503.13533. https://arxiv.org/abs/2503.13533