THE PREDICTIVE POWER OF PRESERVICE TEACHERS' READINESS LEVELS FOR ARTIFICIAL INTELLIGENCE SUPPORTED INSTRUCTIONAL DESIGN ON LESSON PLANNING COMPETENCIES

<p>The purpose of this study is to examine the predictive power of pre-service teachers' readiness levels for artificial intelligence-supported instructional design on their lesson planning competencies. The sample of the study, in which the relational survey model, one of the quantitative research designs, consisted of 412 pre-service teachers from different departments studying at the Faculty of Education of a state university in Turkey. "Artificial Intelligence Assisted Instructional Design Readiness Scale" and "Lesson Planning Competency Scale" were used as data collection tools. Descriptive statistics, independent sample t-test, one-way ANOVA, Pearson correlation and multiple regression analyses were used to analyze the data. The findings revealed that pre-service teachers had high levels of both AI-supported instructional design readiness and lesson planning competencies. In addition, it was determined that their level of AI-supported instructional design readiness predicted their lesson planning competencies significantly and strongly. These results point to the need to support pre-service teachers' digital pedagogical competencies and the importance of increasing artificial intelligence-based instructional design-oriented practices in teacher training programs.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu/0111/a.php" alt="Hit counter" /></p>