Developing a Model for Utilizing Generative Artificial Intelligence in Project-Based Learning within Teacher Preparation Programs and its Impact on Innovative Outputs and Passion

This study aimed to develop a model for integrating generative artificial intelligence (AI) into project-based learning for pre-service teachers and examine its impact on their innovative outputs and passion for AI. The sample consisted of 86 third-year pre-service teachers enrolled in the Teaching Science in English programs at the Faculty of Women, Ain Shams University. The experimental group included 51 physics pre-service teachers who engaged with the proposed AI-based model within the Educational Technology course, while the control group comprised 35 chemistry pre-service teachers who received traditional instruction. Both groups produced an educational project based on the course requirements. A descriptive approach was employed to develop the model, while a quasi-experimental design assessed its impact on innovative outputs and passion for AI, measured in both harmonious and obsessive dimensions. Three measurement tools were created by the researcher: an innovative output assessment scale, an observation checklist for presentation skills, and a scale to assess passion for AI. The results indicated that the proposed model significantly enhanced the innovative outputs of pre-service teachers and increased their passion and enthusiasm for using AI and incorporating AI into their future teaching and learning contexts. Keywords: Generative Artificial Intelligence (Gen AI), Project-Based Learning, Innovative Outputs, Passion for Artificial Intelligence, Teacher Preparation Programs.