Petrovski, Josif (2026) Artificial Intelligence Literacy as a Transdisciplinary Competence in Teacher Education: Pedagogical, Ethical and Evaluation Challenges. In: Crossing Boundaries and Disciplines, 5-7 October, 2026, Levinsky-Wingate Academic College, Israel. (In Press)
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Abstract
Artificial intelligence is rapidly reshaping educational practices and creating new expectations regarding the knowledge, skills, and professional responsibilities of teachers. In this context, artificial intelligence literacy should not be understood solely as the ability to use AI-based tools, but as a broader transdisciplinary competence that integrates technological understanding, pedagogical knowledge, critical thinking, ethical awareness, and the capacity to evaluate AI-supported educational processes.
This proposal examines AI literacy within teacher education from a transdisciplinary perspective, with particular attention to three interconnected dimensions: pedagogical application, ethical responsibility, and evaluation competence. The pedagogical dimension addresses teachers’ ability to select and integrate AI tools in ways that support meaningful learning, personalization, creativity, and student engagement rather than simply automate existing practices. The ethical dimension focuses on issues including algorithmic bias, privacy and data protection, transparency, academic integrity, authorship, and responsible decision-making. The evaluation dimension considers the growing challenge of assessing student learning in environments where generative AI can contribute to the production of assignments, ideas, solutions, and other academic outputs.
The proposed framework is developed through a conceptual synthesis and comparative analysis of relevant scholarly literature and established competency frameworks related to AI literacy, educators’ digital competence, responsible and ethical AI, and assessment literacy. Through the identification of recurring and complementary competency areas across these perspectives, three interconnected dimensions are synthesized as particularly relevant to teacher education: pedagogical application, ethical responsibility, and evaluation competence. This approach provides the theoretical and conceptual basis for viewing AI literacy not as an isolated technological skill, but as a competence that crosses disciplinary and professional boundaries.
The presentation will discuss these dimensions as components of an integrated framework for developing AI literacy among future teachers, with particular emphasis on implications for teacher education curricula. By connecting technological competencies with pedagogical judgment, ethical reasoning, and assessment literacy, the proposed framework aims to contribute to the preparation of teachers who can navigate AI-driven educational change critically, responsibly, and effectively while maintaining the human and pedagogical foundations of education.
| Item Type: | Conference or Workshop Item (Paper) |
|---|---|
| Subjects: | Scientific Fields (Frascati) > Natural sciences > Computer and information sciences Scientific Fields (Frascati) > Social Sciences > Educational sciences |
| Divisions: | Faculty of Education |
| Depositing User: | Josif Petrovski |
| Date Deposited: | 29 Oct 2026 10:52 |
| Last Modified: | 30 Oct 2026 07:32 |
| URI: | https://eprints.uklo.edu.mk/id/eprint/11938 |
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