Development of an Enhancement Program to Promote AI-TPACK Competency for Computer Science Student Teachers

Abstract

Artificial intelligence (AI) has become an essential component of computer science education, requiring teachers to integrate technological, pedagogical, and content knowledge effectively. This study aimed (1) to develop an enhancement program to promote AI-TPACK competency among computer science student teachers and (2) to examine the effectiveness of the program through an action research approach. The study adopted a mixed-methods action research design conducted over three iterative cycles. The participants were 35 second-year computer science student teachers enrolled at Guangxi College for Preschool Education during the 2025 academic year. Research instruments included an AI-TPACK enhancement program, a rubric-based AI-TPACK competency assessment, and structured classroom observation forms. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed through thematic analysis. The results revealed a progressive improvement in students’ AI-TPACK competency across the three cycles, with overall performance increasing from a needs-improvement level in the first cycle to a good level in the final cycle. Notable gains were observed in both foundational and integrative AI-TPACK components, as well as in educational readiness for AI. The findings demonstrate that a structured, practice-oriented enhancement program implemented through action research can effectively develop AI-TPACK competency among preservice computer science teachers. This study contributes practical evidence for integrating AI-TPACK development into teacher education through iterative, reflective instructional design.