We suggest to start a province-wide, competency-based Continuous Professional Development programme, organized into three progressive levels, namely, basic, intermediate and advanced, all in accordanc

The gap

Consensus across the literature

Supporting evidence — 3 representative gaps

• Empowering pre-service teachers with generative AI: a GenAI-TPACK-based approach to digital storytelling (2026) · doi

  This section summarises the practical implications of the findings, particularly for the design of teacher education programmes and for course-level implementations grounded in the GenAI-TPACK framework. A set of program-level and course-level implications emerges from these findings. Teacher education programs could ben- efit from a holistic orientation in which generative AI is situated not merely as a technical aid but as part of an integrated repertoire that connects pedagogical intent, ethical awareness, and content knowledge (GenAI-TPACK, with TEAK). In prac- tice, this orientation can be aligned with national standards (MoNE) and internation- ally recognized competency frameworks (e.g., UNESCO AI-CFT, DigCompEdu), while capacity-building for teacher educators supports consistent implementation. Within courses, hands-on, scenario- and case-based activities that involve scripting, storyboarding, and multimodal production may help candidates link tool choices to instructional goals and document decisions transparently, including brief disclosures of AI use consistent with institutional guidance (e.g., CoHE). Attention to equity and localization, such as access to no-cost or low-bandwidth tools, Turkish-language prompting and outputs, and accessibility features, appears important for sustained adoption. To complement self-reports, programs may incorporate light-touch forma- tive and summative evidence (curriculum-fit checks, short engagement indicators, brief classroom observations) and solicit student feedback to triangulate results. Developing small shared repositories of open resources, prompt templates, rubric examples, and model disclosure statements could further support diffusion and con- tinuous improvement. Finally, future work might extend these results through mixed- method or quantitative designs with larger and more diverse samples, including artifact analyses and inter-rater reliability, to strengthen generalizability and refine how GenAI-TPACK components are enacted in authentic contexts. Education and Information Technologies1 37 Limitations and future research directions This study was conducted within the framework of a qualitative research design and provides an in-depth understanding of pre-service primary teachers’ experiences with generative AI-supported digital storytelling processes. However, several limitations should be considered. The study was carried out with a limited number of second- year pre-service teachers enrolled at a public university in Türkiye. Despite the rich- ness of the qualitative data, the generalizability of the findings to broader populations remains limited. Data collection was based on self-reflective reports, digital storytell- ing products, and written open-ended responses provided by the participants. The sub-question on curriculum alignment was explored only t

  Keywords: teacher education level genai tpack implications design course framework programs orientation generative consistent within based
• Philosophical and critical perspectives of integrating AI into STEM curriculum design: Opportunities and challenges in African educational contexts (2026) · doi

  to guide frameworks Based on this study, two recommendations are proposed. First, educational institutions in Africa should adopt curriculum design models informed by the AI- TPACK and UTAUT the integration of AI in STEM education. This approach ensures that technological tools are aligned with pedagogical strategies and CK, promoting personalized, adaptive, and inclusive learning experiences (Ijiga et al., 2021; Mosoa & van der Westhuizen, 2025). Second, successful AI adoption requires investment in digital infrastructure, strategic collaboration with industry stakeholders. These efforts will enhance user confidence, address barriers to technology acceptance, and ensure that AI-enhanced curricula remain relevant to evolving workforce demands and educational goals (Falebita & Kok, 2024). These recommendations provide a strategic foundation for advancing AI integration in African STEM education, ensuring is both innovation pedagogically sound and socially equitable. technological training, teacher that and CONCLUSION it learning, can personalize This paper explored how AI can be integrated into STEM curriculum design in Africa. The analysis was both critical and context-sensitive. AI offers many benefits: improve assessments, and support inclusive education. The study was guided by the AI-TPACK and UTAUT frameworks. These helped explain how AI tools can align with teaching goals and user behavior. However, successful just technology. It integration requires more than demands strong infrastructure, comprehensive teacher training, and ethical planning. Philosophy plays a key role in guiding this integration. Paulo Freire’s ideas remind us that education should empower learners. African philosophies like ubuntu emphasize community, fairness, and shared growth. These values must inform the design and use of AI tools. A framework-based approach can help build AI-enhanced curricula that are both ethical and relevant. Future research should focus on real-world applications, long-term impact, and equitable access across diverse African educational settings. Author contributions: OSA & DP: conceptualizing, literature review, data analysis, results, writing – original draft, writing – review & editing. Both authors have read and agreed to the published version of the manuscript. Funding: No funding source is reported for this study. Acknowledgments: The authors would like to thank all researchers whose works have contributed to the development of this study and the academic institutions and journal publishers that provided access to relevant literature and data. The authors would also like to thank the colleagues and mentors who offered valuable insights during the conceptualization and w

  Keywords: integration education educational design stem tools relevant african like authors frameworks based recommendations institutions africa
• Training Needs Assessment for Teachers on ICT and AI in 21st Century Inclusive Classrooms (2026) · doi

  1. We suggest to start a province-wide, competency-based Continuous Professional Development programme, organized into three progressive levels, namely, basic, intermediate and advanced, all in accordance with modern pedagogical demands, including ICT-based integration, AI-based lesson planning and inclusive digital pedagogies. Pragmatic modules ought to be demonstrated to be applicable and modules must be linked to professional certification and promotion credits to instill accountability and long-term sustainability. 2. It is necessary to create the District ICT-AI Support Cells one in each district, and its foundation is QAED/DEA. These units would be offering on-demand technical support, guidance to assistive technologies, such as screen readers, augmentative and alternative communication tools, captioning and accessible formats, and ease coaching visits to schools, which lowers the reliance on ad-hoc teacher troubleshooting. 3. There is a strategic necessity to prioritise under-resourced institutions, especially the rural ones. A basic infrastructure package must be provided, including practicable, reliable broadband and back-up power options, projection or smart-display technologies, teacher laptops or tablets, and other necessary accessibility tools, and should be introduced to inclusive schools and special-education integrated clusters. The phased roll-out of this kind will reduce the digital divide. 4. A Punjab-specific AI-in-Education policy should tackle the privacy of data, student safety, academic honesty and bias reduction. Such principles must be used to guide specific education to the headteachers and teachers about the responsible use of AI by ensuring that parental consent is taken where necessary. The focus must be on the implementation of approved AI applications in the planning of lessons and their availability without uncontrolled utilization, which will lead to unethical practices and bias. 187 Journal of Education and Training Studies Vol. 14, No. 3; July 2026

  Keywords: must education based necessary professional basic including planning inclusive digital modules district support technologies tools