Theses and Dissertations

Date of Award

5-1-2026

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Curriculum & Instruction

First Advisor

Laura Jewett

Second Advisor

Ana Carolina Díaz Beltrán

Third Advisor

Karin Lewis

Abstract

Artificial intelligence (AI), including emerging generative AI tools, is increasingly influencing healthcare workflows and reshaping expectations for workforce preparation. Pharmacy technician education must respond to these shifts while maintaining academic rigor and prioritizing patient safety, ethical practice, and professional accountability. This qualitative study examined pharmacy educators' perspectives on the integration of AI within the Pharmacy Technician Program at Southern Valley College, with attention to how educators interpret AI’s relevance, risks, and instructional implications in pharmacy education.

Data collection included one focus group and individual semi-structured interviews with four pharmacy educators with diverse professional experiences in pharmacy practice and education. Data were analyzed thematically to identify patterns in how participants described AI’s potential role in curriculum, instruction, assessment, and workforce readiness.

Findings are organized into four thematic categories: “AI as an Emerging Professional Competency,” describing participants’ perceptions that AI literacy is becoming increasingly relevant to technician preparation and workplace expectations; “Guardrails for Safety, Ethics, and Trust,” highlighting concerns related to the reliability of AI-generated information, patient safety implications, confidentiality, and responsible use; “Reframing Teaching, Learning, and Assessment,” capturing how AI may necessitate shifts in instructional strategies, academic integrity practices, and the evaluation of student competence; and “Readiness, Resources, and Institutional Support,” emphasizing the need for clear guidelines, faculty development, and equitable access to technology to support consistent implementation across learning environments.

Ultimately, this study contributes to the growing body of research on AI in allied health education by illuminating how pharmacy technician educators negotiate innovation alongside safety and accountability. The findings provide practical implications for program leaders, faculty, and academic leaders seeking to develop AI-informed instructional practices, establish responsible-use expectations, and invest in professional learning to support effective and equitable AI integration in pharmacy technician education.

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Copyright 2026 Crystal Marie Zuniga. All Rights Reserved. https://proquest.com/docview/3371419775

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