AI tools for sustainable primary teacher education: literary-artistic content generation

Abstract

The rapid advancement of artificial intelligence (AI) has transformed various sectors, including education. This study explores the possibilities of using AI tools for generating literary-artistic content in preparing primary school teachers for professional activities. The research aims to determine the familiarity and readiness of future primary school teachers to use AI in the literary field, reveal the possibilities of applying AI to prepare teachers for organizing the study of literary works, describe AI tools that can motivate young students to read, and highlight the advantages and disadvantages of using AI programs to generate literary-musical and video content based on literary material. The study employed a mixed-methods approach, combining surveys, hands-on experiences with AI tools, and the analysis of student-generated artifacts. The participants were 138 bachelor’s students specializing in “Primary Education” at Borys Grinchenko Kyiv Metropolitan University. The AI tools were introduced and integrated into the teacher preparation curriculum, and data were collected through surveys, pedagogical cases, multimedia didactic tools, and observations. The findings demonstrate the potential of AI tools in creating engaging and interactive literary-artistic content, facilitating personalized learning, and supporting the development of students’ creativity and critical thinking skills. The study underscores the importance of integrating AI technologies into teacher education programs to foster digital literacy skills, promote innovative teaching methods, and cultivate a mindset of continuous learning and adaptation. However, challenges and limitations were identified, such as the need for content validation, technical support, and addressing ethical concerns. The study proposes measures to ensure the responsible and beneficial implementation of AI in primary education, including rigorous content validation processes, teacher training, and the development of clear policies for transparent and ethical AI usage. The findings contribute to the advancement of sustainable education practices by preparing future primary school teachers to effectively harness the potential of AI technologies while navigating the challenges and opportunities presented by the digital age. Further research is necessary to explore the long-term impact of AI integration on student learning outcomes, develop comprehensive AI competency frameworks, and refine ethical guidelines for AI use in educational settings