Analyzing Teacher Candidates' Arguments on AI Integration in Education via Different Chatbots

Oct 15, 2026

Artificial Intelligence (AI) in education drives critical debate on its effects on teaching and learning. This qualitative study examines 118 teacher candidates from Iğdır University regarding AI integration in educational practice. Using Toulmin’s (1958) model, the analysis interprets argumentative components—claims, evidence, warrants, backings, rebuttals, and conclusions—across four chatbots (GPT-4, Gemini AI, Claude 3 Haiku, and Mistral AI). A further contribution applies negative space exploration to uncover unmentioned themes, biases, and assumptions, concluding that AI may improve efficiency and personalization while raising concerns about reduced human interaction, weakened critical thinking, and ethical use.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages16

Reading Time40 min

AccessFree to download

Abstract

1 Introduction

AI integration and educational implications

Chatbots in academic and classroom contexts

Toulmin’s argumentation framework and argument components

Analyzing teacher candidates' arguments on AI integration in education via different chatbots Volkan Duran1 1 Iğdır Üniversitesi, Turkey, [volkan.duran8@gmail.com](volkan.duran8@gmail.com) , [https://orcid.org/0000-0001-5573-4990](https://orcid.org/0000-0001-5573-4990) ABSTRACT The burgeoning role of Artificial Intelligence (AI) in education prompts crucial discussions regarding its implications for teaching and learning. This qualitative study probes the argumentative perspectives of 118 teacher candidates from Iğdır University on the integration of AI into educational practices. Employing Toulmin's (1958) model, we analyzed their arguments, which encompass claims, evidence, warrants, backings, rebuttals, and conclusions, to ascertain their stance on AI's pedagogical integration. Utilizing four distinct AI chatbots—GPT-4, Gemini AI, Claude 3 Haiku, and Mistral AI—the research deciphers thematic undercurrents within these dimensions. Moreover, a novel methodological contribution is made through 'negative space exploration', focusing on the unmentioned themes to identify latent biases and assumptions in the argumentation. The study's dual analytical approach, combining AI-driven theme identification and negative space exploration, resulted in an enriched understanding of the content. Key findings suggest a nuanced perception among participants: while AI chatbots are acknowledged for enhancing educational efficiency and enabling personalized learning, concerns regarding diminished human interaction, potential erosion of critical thinking skills, and ethical use persist. The analyses also highlight the need for a balanced AI implementation that supports, not supplants, traditional educational methods. This research contributes to the ongoing debate on effective AI integration in education and calls for responsible pedagogical adoption of AI technologies. KEYWORDS: AI in education, argumentation analysis, AI impact, Toulmin method, chatbots , negative space exploration. 1 INTRODUCTION The integration of Artificial Intelligence (AI) into education heraldsa transformative shift in pedagogical methodologies and learning experiences. AI technologies offer unprecedented opportunities for personalized learning, automation of administrative tasks, and insights into student performance and engagement patterns. This evolution towards an AI-enhanced educational landscape necessitates a comprehensive understanding of its implications, challenges, and potential to redefine teaching and learning paradigms. AI's role in education extends from intelligent tutoring systems and personalized learning environments to data-driven insights for educators and policymakers. The ability of AI to adapt to individual learning styles and provide real-time feedback presents a paradigm shift in instructional methodologies (Baker & Smith, 2014; Hwang [et. al](et. al), 2020; Fahimirad & Kotamjani, 2018) . However, the integration of AI in education also raises critical considerations regarding equity, privacy, and the ethical use of data (Holmes, Bialik, & Fadel, 2019) . Ensuring that AI technologies augment rather than replace human interaction in education is paramount for fostering an inclusive and supportive learning environment (Weller, 2021) . The advancement of Artificial Intelligence (AI) technology has led to significant developments in the field of chatbots, incorporating machine learning and natural language processing to enhance their functionalities. This evolution has opened new avenues for academic research, particularly in the education sector, where chatbots are envisioned to play the role of smart teaching assistants. There is a growing encouragement for educators to adopt AI-based chatbots in classroom activities, recognizing their potential to contribute positively to the educational experience (Bibauw et al. , 2019 ; Følstad & Brandtzæg, 2017 ; Hwang & Chang, 202; Kim et al. , 2022; Malik et al. , 2021 ; Tamayo et al. , 2

FAQs

What research method and framework does the study use to analyze teacher candidates’ views?

The study applies Toulmin’s (1958) model to analyze argumentative components, including claims, evidence, warrants, backings, rebuttals, and conclusions.

Which AI chatbots are used in the study?

GPT-4, Gemini AI, Claude 3 Haiku, and Mistral AI are used to support the analysis.

What concerns and benefits about AI integration emerge from the participants’ arguments?

Participants recognize benefits such as efficiency and personalized learning, while expressing concerns about diminished human interaction, potential erosion of critical thinking, and ethical use of AI.

Oct 15, 2026

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