The rapid advancement of Artificial Intelligence (AI) has brought significant transformation to the field of education, including Islamic elementary teacher education (PGMI). This study aims to explore how PGMI students can be empowered to develop AI-integrated teaching materials that promote innovation, ethical awareness, and leadership readiness for the future. This research employed a qualitative descriptive method involving PGMI students at Universitas Muhammadiyah Riau as the participants. Data were collected through observation, interviews, and documentation of the process of designing, implementing, and evaluating AI-assisted learning media, and analyzed through data reduction, data display, and conclusion drawing. The results reveal that students are able to integrate AI creatively and ethically in developing teaching materials. The use of AI enhances students’ technological competence, critical thinking, and creativity while fostering ethical responsibility in technology utilization. Thus, integrating AI into learning media development serves as a strategic effort to prepare PGMI students as innovative and ethical future educators and leaders in Islamic education.
Tag: artificial intelligence
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The Role of AI in Transforming Teacher Education in Nigeria: Opportunities and Challenges
This study looks at how artificial intelligence (AI) might change teacher education in Nigeria by boosting administrative effectiveness, improving assessment and classroom practices, strengthening professional development, and personalizing teacher learning. It maps opportunities (adaptive learning tools, automated feedback, content generation, data-driven decision-making) and challenges (digital infrastructure gaps, teacher readiness, ethical risks, policy and regulatory lacunae) based on policy documents, international guidance, and recent empirical studies. In order to generate practical suggestions for legislators, teacher educators, and development partners, the study employs a qualitative synthesis of secondary literature and policy analysis. Important suggestions include incorporating AI literacy into teacher preparation, testing professional development initiatives powered by AI, bolstering digital infrastructure and data governance, and implementing moral standards in line with national and UNESCO policies. The study concludes that AI can be a catalytic force in teacher education in Nigeria but only if investments align with capacity building, inclusivity, and robust governance.
