AI READINESS AND PEDAGOGICAL CONFIDENCE AMONG STEM PRE-SERVICE TEACHERS AT IPGKTI: A RASCH MEASUREMENT ANALYSIS
DOI:
https://doi.org/10.35631/IJEPC.1164074Keywords:
Pedagogical Confidence, Primary Stem Education, ReadinessAbstract
This study evaluates the readiness and pedagogical confidence of 66 STEM pre-service teachers at IPG Kampus Temenggong Ibrahim regarding the integration of Artificial Intelligence in primary classrooms. Using a quantitative survey analysed through the Rasch measurement model, the research identifies a significant "readiness gap". While trainees demonstrate high psychological motivation and positive attitudes toward AI adoption (aspirational readiness), their practical pedagogical confidence remains at moderate to low levels. Specifically, participants feel less prepared for complex tasks such as aligning AI with STEM curriculum requirements and utilising AI-generated data for student assessment. Systemic hurdles, including inconsistent internet connectivity and limited access to digital devices, further constrain their ability to implement AI effectively. The findings suggest that current training is often limited to theoretical knowledge rather than practical application. Therefore, teacher education programs must transition toward competency-based, hands-on training that emphasises AI-integrated lesson design, assessment literacy, and ethical data management. Strengthening institutional support and curriculum design is essential to ensure future educators can successfully navigate the digital transformation in Malaysian primary STEM education.
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