Investigating Pre-Service Teachers' Experiences with AI Chatbots for Improving Digital Literacy in Quality Education

Abstract

This research Investigate the experiences of pre-service teachers with AI chatbots aimed at enhancing digital literacy for quality education at the Department of Education, University of Narowal. The research was utilized a qualitative phenomenological design that aimed to delve into how BS and M.Phil students perceived the role of AI chatbots in developing their digital skills, confidence, and instructional readiness. Data collection was through semi structured interviews from(n=20)thirty participants including twelve BS and eight M.Phil students of Fall 2026 semesters. The researcher made use of NVivo 12 for conducting a thematic analysis of the interview data and word cloud to signify the major ideas. The purpose of the research was to investigate the perceived usefulness, challenges in using AI chatbots, and adoption of AI chatbot in digital literacy practices. The findings were revealing the AI chatbots have the potential to support reflective learning, problem solving and technology integration among the pre service teachers. The research also uncovers barriers including limited training, ethical issues, and access. The research provided evidence informed insights to enhance the AI tools integration in curriculum and professional preparation of teacher education. These results were meant to inform policymakers and teacher educators to design efficient digital literacy programs aligned with quality education goals.