Empowering Future Educators: Examining the Role of ICT Competency in Shaping Attitudes Toward AI and Innovative Practices Among Egyptian Pre-Service Teachers

The present study explored the role of teacher attitudes towards artificial intelligence as a mediator on the relationship between ICT competency and innovative instructional practices. Utilizing a cross-sectional survey design, a proposed conceptual model was examined. Data were obtained from 593 pre-service teachers enrolled in three teacher education programs in Egypt. Structural equation modeling (SEM) was employed to analyze the structural relationships among the variables. The findings are crucial for pre-service teacher education, offering insights for curriculum designers and policymakers aiming to enhance teacher preparedness for future classrooms, because attitudes towards AI, ICT competencies, and innovative instructional practices can be cultivated through learning experiences. Prior to initiating their professions, professional learning activities may be designed to pre-service teachers, emphasizing ICT competency and attitudes towards AI to indirectly enhance their innovative practices.