AI-TPACK enhanced project-based STEM pedagogy: A model for cultivating 21st century skills in pre-service teachers

The objective of this paper is to evaluate the performance of the AI-TPACK-livened project-based STEM pedagogy model for the improvement of the 21st-century skills of the students of teacher education. The idea is perfectly in line with Technological Pedagogical Content Knowledge (TPACK), AI, project-based learning (PjBL), and also a cross-disciplinary STEM approach to provide an adaptable and contextual learning environment. The methods of quantitative, qualitative, and one-group pretest-posttest were used for a study. It covered 213 potential teacher students. The Partnership for 21st Century Learning (P21) Framework-based 21st-century skills scale determined the level of critical thinking, creativity, communication, and cooperation. The paired sample t-test and Cohen’s d calculation were used to determine the intervention’s significance and efficacy. Besides, in order to learn about students’ experiences throughout the learning process, semi-structured interviews were conducted. The authors state that their work is consistent with this model of students’ critical thinking, creativity, communication, and collaboration skills. The qualitative data are in agreement with the student stories about the involvement, the self-reflection, and the collaborative nature of the learning experience as well. The work promotes the utilization of the AI-TPACK model in teacher education as an innovative pedagogical strategy that can effectively respond to 21st-century challenges.