Exploring AI integration in United Arab Emirates’ teacher education programmes: the voice of educators leading the change

Document Type

Article

Source of Publication

Cambridge Journal of Education

Publication Date

4-1-2026

Abstract

This qualitative study investigates teacher educators’ (TEs) perceptions of integrating artificial intelligence (AI) into pre-service teacher education programmes in the United Arab Emirates (UAE). In particular, this study explores the opportunities and challenges of AI integration in teacher education curricula, pedagogical implications, policy and ethical dimensions for future K–12 classrooms. Semi-structured interviews were conducted with 19 TEs from various higher education institutions in the UAE. Thematic analysis revealed three core findings: insufficient AI awareness among teacher educators; profound ethical concerns, namely algorithmic bias, equity issues, academic integrity (especially with generative AI), risk of diminishing critical thinking and human connection; and the urgent need for robust, context-sensitive ethical frameworks and policy reforms in UAE teacher education. This study recommends revisiting institutional policies to ensure their alignment with the UAE’s digital ambitions to empower ethically responsible future teachers in AI-augmented classrooms.

ISSN

0305-764X

Publisher

Informa UK Limited

Disciplines

Computer Sciences | Education

Keywords

Artificial intelligence, ethics, policy, teacher education curriculum, teacher educator, UAE

Scopus ID

105034755130

Indexed in Scopus

yes

Open Access

no

Link to Full Text

Share

COinS