Developing AI Literacy in Preservice STEM Teachers: Exploring the Role of Pedagogically Grounded Engagement With Generative AI in Lesson Planning

Author

• Omar Raul Elizondo, The University of Texas Rio Grande Valley

Date of Award

5-1-2026

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Curriculum & Instruction

First Advisor

Nousin Nouri

Second Advisor

Rene Corbeil

Third Advisor

Ming-Tsan (Pierre) Lu

Abstract

The rapid advancement of generative artificial intelligence (GenAI) is introducing new opportunities and challenges in education. This qualitative multiple-case study explored how preservice STEM teachers developed AI literacy through structured engagement with GenAI during inquiry-based lesson planning. Grounded in Ng et al.’s (2021) four-domain AI literacy framework, the 5E instructional model, and the Theory of Planned Behavior (TPB), the study examined how preservice teachers conceptualized, applied, evaluated, and ethically reasoned about GenAI-supported outputs while designing lessons aligned with the Texas Essential Knowledge and Skills (TEKS).

Participants were three preservice STEM teachers enrolled in the University of Texas Rio Grande Valley’s UTeach program. Data sources analyzed were limited to four sources collected across three sessions: (1) TPB-informed pre- and post-session surveys with open-ended responses, (2) focus group transcripts from Sessions 1 and 3, (3) structured GenAI prompt logs produced during the lesson-planning task (Session 2), and (4) lesson-planning artifacts (final 5E lesson plans) produced during Session 2. Within-case and cross-case analyses examined how participants’ GenAI-supported planning behaviors and reflections revealed patterns of AI literacy development over time.

Findings contribute empirical insight into how AI literacy can be developed through pedagogically grounded GenAI use, emphasizing that productive integration depends on teacher-directed judgment, evaluation routines, and ethical boundary-setting rather than tool use alone. The study offers implications for teacher educators and program designers seeking to embed AI literacy within inquiry-oriented STEM teacher preparation.

Comments

Copyright © 2026 Omar R. Elizondo. All Rights Reserved. https://proquest.com/docview/3371202699

Recommended Citation

Elizondo, O. R. (2026). Developing AI Literacy in Preservice STEM Teachers: Exploring the Role of Pedagogically Grounded Engagement With Generative AI in Lesson Planning [Doctoral dissertation, The University of Texas Rio Grande Valley]. ScholarWorks @ UTRGV. https://scholarworks.utrgv.edu/etd/1872