Mindset matters: Fostering teachers’ responsible AI use through professional development
Thu-Nguyet Huynh, Tung-Thanh Le, Belle Dang, Bien Thuy An, Cam-Tu Vu, Andy Nguyen
Abstract
Abstract Generative AI holds transformative potential for education but also introduces ethical and pedagogical complexities, thereby necessitating comprehensive teacher preparation. To investigate whether mindset-oriented professional development (PD), beyond tool-focused training alone, enhances teachers’ responsible AI use, we conducted a mixed-method study comparing two PD approaches with 57 preservice teachers. Participants were randomly assigned to either a tools-only training group or a combined tools-and-mindset training group, including modules on AI ethics, human-centered education, and pedagogical reflection. Results revealed that both groups experienced decreased AI anxiety; yet only the tools-only group reported statistically significant gains in self-efficacy across multiple AI competence domains. Conversely, the mindset group exhibited a targeted increase in human-centered AI competence, reflecting deeper ethical awareness and critical reflection. Qualitative analysis confirmed that mindset-trained teachers articulated more subtle concerns about AI’s risks and pedagogical implications, adopting a more cautious stance and expressing a desire for further ethics-focused training. This study provides empirical evidence that embedding mindset components into AI-focused PD fosters essential reflective capacities and ethical judgment. Effective teacher PD should thus integrate technical proficiency with ethics, human-centered design, and critical pedagogy, cultivating educators capable of responsibly integrating AI in classrooms.