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Item Open Access PRE-SERVICE TEACHERS’ AWARENESS AND UTILIZATION OF ARTIFICIAL INTELLIGENCE FOR LEARNING IN UNIVERSITIES IN KWARA STATE, NIGERIA(SDU University, 2026) Abubakar S.; Samuel K. A.; Oyeyemi J.J.; Okanla F.B.; Pelumi Z.M.Pre-service teachers' familiarity and proficiency with AI tools are crucial for effectively integrating these innovations into future classrooms. Yet, limited research exists on AI awareness and utilization among pre-service teachers in Nigerian universities, particularly in Kwara State. This study, therefore, explored the state of AI awareness and utilisation among pre-service teachers in universities in Kwara State. A descriptive research approach of survey type was employed. The population for the study was all pre-service teachers in universities in Kwara State, Nigeria. Two hundred (200) pre-service teachers were sampled for the study using stratified sampling technique. A researchers’ self-developed questionnaire was used for data collection while the data collected for this study were analysed using mean and percentage to answer the two research questions while independent t-test was used to test the hypotheses postulated for this study at 0.05 level of significance. The findings indicate that the level of awareness of Artificial Intelligence for learning was high among pre-service teachers in universities in Kwara State. It was also revealed that the level of utilisation of Artificial Intelligence for learning was low among pre-service teachers in universities in Kwara State. Statistical analysis using independent t-tests revealed no significant differences in AI awareness and utilization based on gender of the respondents. It was however recommended that training on usability of AI should be organised for pre-service teachers so as to ensure effective use of AI.Item Open Access Pre-service TEFL Teachers' Perception of Using Digital Storytelling in English Language Teaching(SDU University, 2025) Beketay A.The provided research examines the attitude of pre-service Teaching English as a Foreign Language (TEFL) teachers in Kazakhstan toward the application of Digital Storytelling (DST) as a pedagogical practice. Through use of the mixed-methods research design, the study combines the quantitative data collected in the form of questionnaires and qualitative data based on semistructured interviews to explain prospective TEFL teacher's awareness, experience aspect, attitude, perceived benefits and challenges regarding the use of DST. The results demonstrate that, although the overall attitude toward DST tends to be rather positive, as expressed by most participants as an interesting and effective pedagogical tool, especially in developing speaking, writing, and critical thinking skills, the majority of them mention the lack of practical training and exposure addressed in their teacher education program. There were identified barriers such as different access to technology, the support of the institutions and different levels of digital literacy. This study also indicates that there is a requirement for more modest, practical training and incorporation of DST in teacher training programs. Such results encompass the general discussion of educational technology, offering context-specific information on how potential language teachers can be in a better position to conduct innovative digital practices in a classroom.