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The study examines the current state and characteristics of AI literacy and AI application among teacher candidates, including how widely they use AI, the learning areas where it is applied, motivating and hindering factors, and related challenges. A self-constructed questionnaire was administered to N=431 students from Babeș-Bolyai University, and results show moderate AI presence focused mainly on learning support.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/artificial-intelligence-and-teacher-candidate-learning/588329/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/artificial-intelligence-and-teacher-candidate-learning/588329.png","ImageObject",300,407,{"name":92,"@type":93},"Putri","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the core purpose of the presentation/study?","Question",{"text":112,"@type":113},"To explore the current state and characteristics of AI literacy and AI application among teacher candidates, including usage extent, learning areas, motivating or hindering factors, and the challenges they face.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How is AI literacy defined in the text?",{"text":117,"@type":113},"AI literacy is described as a set of skills, competencies, knowledge, and attitudes that enable individuals to integrate AI into the learning process.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the study find about how teacher candidates use AI?",{"text":121,"@type":113},"AI is moderately present in respondents’ learning activities, and it is used primarily for learning support rather than for competing tasks.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588329,1792065024,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":129,"read_time":144,"preview_page_count":4},962085571259,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","ARTIFICIAL INTELLIGENCE AND TEACHER CANDIDATE  \nLEARNING  \nTünde BARABÁSI  \nAbstract: Artificial intelligence is infiltrating our lives and is also gaining ground in education.  \nFailing to acknowledge its presence in higher education, in particular, would be ostrichism. Thereis a growing body of research on AI in higher education discussing its modes of use and regulatory aspects (Rajki, Nagy & Dingó, 2024; Horváth, 2024; Bognár, 2024; Wang et all., 2023 etc.) .  \nAccording to Long and Magerko (in Bognár, 2024) AI literacy is a set of skills, competencies, knowledge and attitudes that enable individuals to integrate AI into the learning process. The aim of this presentation is to explore the current state and characteristics of AI literacy and AI application. It seeks to uncover the extent to which teacher candidates use AI, which areas of learning they apply it to, what are the motivating or hindering factors, and what challenges they face. Additionally, it examines the types of support they require to overcome these challenges, as well as the sources and areas of assistance. The survey research employed a self-constructed questionnaire as its main instrument. The study sample consists of students from the Department of Pedagogy and Applied Didactics at the Faculty of Psychology and Educational Sciences of Babeș-Bolyai University, including kindergarten and primary school teacher candidates, as well as students enrolled in the Efficient Learning Strategies master's program (N=431) . Our findings indicate that, AI is moderately present in the learning activities of the respondents, and they primarily use it for learning support rather than for competing tasks. At the same time, AI users encounter numerous objective and subjective obstacles, and are faced with various challenges when it comes to AI application.  \nKey words: artificial intelligence, learning, teacher candidates, higher education  \n1. Introduction  \nIn the context of assessment dilemmas in higher education (and beyond!), it is a recurring question how instructors should approach student assignments where it is evident -or at least suspected—that AI has played a major role in completing the task. In their study, Rajki, Nagy, and Dingó (2024) review the various institutional responses that reflect the stance of multiple universities worldwide regarding AI’s growing presence in higher education. Universities are beginning to take a clear stand on defining the boundaries and acceptable uses of AI in academic work. The position of Babeș-Bolyai University in Cluj-Napoca (CS UBB, 2024) aligns with many other institutions in being both regulatory and supportive, encouraging an adaptive approach to AI integration. Nonetheless, there is a high degree of uncertainty as to how university teachers should approach the use of AI in student learning in everyday practice. As part of the ongoing search for answers and best practices, another critical question arises: how do students themselves perceive AI, particularly when it comes to completing academic tasks? Without the intent to advocate for AI use in education, this study aims to explore the areas and characteristics of AI usage among teacher candidates, along with the factors that either support or hinder its use. Understanding these aspects may help university teachers refine their assessment approaches and best practices and may contribute to rethinking education practice by leveraging technology in a reasonable, creative, professional, and adaptive manner.  \n2. Theoretical Framework  \nArtificial intelligence can be defined as a system having human-like intelligence characterized by cognitive abilities, learning, adaptability, and decision-making capabilities (Chen, Chen &Lin, 2020) . László Horváth (2023) points out that these systems can adapt by analysing the impact of their responses on the environment. As a result, they can provide increasingly accurate answers to users.  \nIn the literature, we find two main perspec","cbCaideTSAkh2hDx","https://ap.wps.com/l/cbCaideTSAkh2hDx","pdf",436948,11,"English","# Introduction\n# Theoretical Framework","[{\"question\":\"What is the core purpose of the presentation/study?\",\"answer\":\"To explore the current state and characteristics of AI literacy and AI application among teacher candidates, including usage extent, learning areas, motivating or hindering factors, and the challenges they face.\"},{\"question\":\"How is AI literacy defined in the text?\",\"answer\":\"AI literacy is described as a set of skills, competencies, knowledge, and attitudes that enable individuals to integrate AI into the learning process.\"},{\"question\":\"What did the study find about how teacher candidates use AI?\",\"answer\":\"AI is moderately present in respondents’ learning activities, and it is used primarily for learning support rather than for competing tasks.\"}]","Artificial Intelligence and Teacher Candidate Learning | PDF",28]