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Research on Self-Improvement Pathways for Intelligent Education Literacy of Teacher Trainees in Northwestern Guangdong

Author(s)

Qianru Mo¹, Jiamin Yu², Lu Xiang1,*

Affiliation(s)

1School of Education Science, Zhaoqing University, Zhaoqing, Guangdong, China 2School of Literature and Media, Zhaoqing University, Zhaoqing, Guangdong, China *Corresponding Author

Abstract

With the deepening integration of “Artificial Intelligence + Education” the intelligent education literacy of teacher trainees has become a key factor influencing the quality of future education. This study targets teacher trainees within the under-resourced context of northwestern Guangdong. Guided by AI-TPACK and self-determination theories and grounded in a comprehensive literature review, this study systematically analyzes key issues within the three dimensions of intelligent literacy: learning, teaching, and ethics. The research reveals that teacher trainees in northwestern Guangdong commonly encounter multiple challenges, such as inadequate curriculum relevance, uneven distribution of learning time, limited access to practical teaching opportunities, underdeveloped technological integration skills, and a superficial grasp of ethical issues. Accordingly, from the perspective of teacher trainees’ self-development, this study constructs a literacy enhancement pathway centered on the “cognition-practice-reflection” framework. This pathway is advanced through strategies like resource integration, scenario-based training, and ethical internalization, aiming to foster the autonomous growth of their intelligent education literacy.

Keywords

Teacher Trainees in Northwestern Guangdong; Intelligent Education Literacy; Self-Improvement Pathways

References

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