Promoting Pre-service Teachers’ AI-Supported Application of Self-Efficacy

This study explores pre-service teachers’ AI-supported application of self-efficacy. Sixty-eight pre-service teachers (experimental group N=34; control group N=34) have completed the teacher training program and are in the educational practice program. This study developed an AI-supported application of the self-efficacy scale that included four factors: technology acceptance, innovation expectations, AI usability, and AI usefulness. The study results indicate that the AI-supported application of self-efficacy programs significantly affects pre-service teachers’ technology acceptance, innovation expectations, AI usability, and AI usefulness.