Exploring Pre-service Teachers’ TPACK Development and Academic Integrity Using ChatGPT
DOI:
https://doi.org/10.52217/9qnm8841Keywords:
Academic Integrity, ChatGPT, Pre-service Teachers, TPACK DevelopmentAbstract
The rapid development of Generative Artificial Intelligence (GenAI), particularly ChatGPT, has transformed educational practices and created both opportunities and challenges in teacher education. This study explores how pre-service EFL teachers use ChatGPT to develop their Technological Pedagogical Content Knowledge (TPACK) while maintaining academic integrity during teaching practice. Employing a sequential explanatory mixed-methods design, the research involved 100 survey respondents and 10 interview participants from Universitas Pendidikan Ganesha, Bali. Data were collected through questionnaires and semi-structured interviews and analyzed using descriptive statistics and thematic analysis. The results revealed that pre-service teachers frequently used ChatGPT to explore digital tools, design lesson plans, and create interactive learning activities, indicating that ChatGPT functions as a pedagogical partner in supporting TPACK integration. Moreover, the findings showed that pre-service teachers demonstrated strong awareness of ethical principles in AI use by paraphrasing, modifying, and verifying AI-generated content to ensure originality and avoid plagiarism. These practices reflect their ability to balance innovation with responsibility in digital learning environments. The study concludes that integrating AI literacy and ethical reflection into teacher education curricula is essential to prepare pre-service teachers as adaptive, reflective, and integrity-driven educators in the era of artificial intelligence.
References
Alrishan, A. M. H. (2023). Determinants of Intention to Use ChatGPT for Professional Development among Omani EFL Pre-service Teachers. International Journal of Learning, Teaching and Educational Research, 22(12), 187–209. https://doi.org/10.26803/ijlter.22.12.10
Andewi, W., Waziana, W., Wibisono, D., Putra, K. A., Hastomo, T., & Oktarin, I. B. (2025). From prompting to proficiency: A mixed-methods analysis of prompting with ChatGPT versus lecturer interaction in an EFL classroom. Journal of Studies in the English Language, 20(2), 210–238. https://so04.tci-thaijo.org/index.php/jsel/article/view/282318
Baskara, F. R., & Mukarto, F. (2023). Exploring the implications of ChatGPT for language learning in higher education. Indonesian Journal of English Language Teaching and Applied Linguistics (IJELTAL), 7(2), 343–358.
Bekhet, A. K., & Zauszniewski, J. A. (2012). Methodological triangulation: An approach to understanding data. Nurse researcher, 20(2).
Bouzar, A., EL Idrissi, K., & Ghourdou, T. (2024). ChatGPT and Academic Writing Self-Efficacy: Unveiling Correlations and Technological Dependency among Postgraduate Students. Arab World English Journal, 1(1), 225–236. https://doi.org/10.24093/awej/chatgpt.15
Bozkurt, A., Xiao, J., Lambert, S., Pazurek, A., Crompton, H., Koseoglu, S., Farrow, R., Bond, M., Nerantzi, C., Honeychurch, S., Bali, M., Dron, J., Mir, K., Stewart, B., Costello, E., Mason, J., Stracke, C. M., Romero-Hall, E., Koutropoulos, A., … Jandrić, P. (2023). Speculative Futures on ChatGPT and Generative Artificial Intelligence (AI): A Collective Reflection from the Educational Landscape Asian Journal of Distance Education Introduction: Origins. Asian Journal of Distance Education, 18(1), 53. https://doi.org/10.5281/zenodo.7636568
Celik, I. (2023). Exploring the determinants of artificial intelligence (Ai) literacy: Digital divide, computational thinking, cognitive absorption. Telematics and Informatics, 83, 102026.
Choudhary, P., Ali, I., Rehman, K., Sharma, K., Sharma, K., Borasi, M., & Bhargava, P. (2024). Enhancing Mentorship through Technology: A Comprehensive Review of Current Practices and Future Directions Enhancing Mentorship through Technology: A Comprehensive Review of Current Practices and Future Directions Page No: 634-645. December.
Clarke, V., & Braun, V. (2017). Thematic analysis. The Journal of Positive Psychology, 12(3), 297–298. https://doi.org/10.1080/17439760.2016.1262613
Creswell, J. W., & Creswell, J. D. (2018). Mixed methods procedures. Research Defign: Qualitative, Quantitative, and Mixed M ethods Approaches, 31(3), 75-77.
Croasmun, J. T., & Ostrom, L. (2011). Using Likert-Type Scales in The Social Sciences. Journal of Adult Education, 40(1), 19-22.
Diktiristek, D. (2024). Panduan penggunaan generative artificial intelligence (genai) pada pembelajaran di perguruan tinggi.
Feuerriegel, S., Hartmann, J., Janiesch, C., & Zschech, P. (2024). Generative AI. Business and Information Systems Engineering, 66(1), 111–126. https://doi.org/10.1007/s12599-023-00834-7
Gregory, R. J. (2000). Psychological Testing: History, Principles, and Applications. Allyn and Bacon.
Hafizha, R. (2022). Pentingnya Integritas Akademik. Journal of Education and Counseling (JECO), 1(2), 115–124. https://doi.org/10.32627/jeco.v1i2.56
Hastomo, T., Mandasari, B., & Widiati, U. (2024). Scrutinizing Indonesian pre-service teachers’ technological knowledge in utilizing AI-powered tools. Journal of Education and Learning (EduLearn), 18(4), 1572–1581. https://doi.org/10.11591/edulearn.v18i4.21644
Hastomo, T., Widiati, U., Ivone, F. M., Zen, E. L., Hasbi, M., & Khulel, B. (2025). AI-powered conversational agents and intercultural learning: Insights from Indonesian EFL students. Intercultural Communication Education, 8(1), 103217. https://doi.org/10.29140/ice.v8n1.103127 https://doi.org/10.46827/ejes.v11i12.5687
Holland, A., & Ciachir, C. (2025). A Qualitative Study Of Students’ Lived Experience and Perceptions of Using Chatgpt: Immediacy, Equity, and Integrity. Interactive Learning Environments, 33(1), 483-494.
Kallio, H., Pietilä, A. M., Johnson, M., & Kangasniemi, M. (2016). Systematic Methodological Review: Developing A Framework for A Qualitative Semi‐Structured Interview Guide. Journal of advanced nursing, 72(12), 2954-2965.
Kaur, P., Stoltzfus, J., & Yellapu, V. (2018). Descriptive Statistics. International Journal of Academic Medicine, 4(1), 60-63.
Khalil, M., & Er, E. (2023, June). Will Chatgpt Get You Caught? Rethinking of Plagiarism Detection. In International Conference on Human-Computer Interaction (pp. 475-487). Cham: Springer Nature Switzerland.
Kim, J., Lee, H., & Cho, Y. H. (2022). Learning Design to Support Student-AI Collaboration: Perspectives of Leading Teachers for AI In Education. In Education and Information Technologies (Vol. 27, Issue 5). Springer US. https://doi.org/10.1007/s10639-021-10831-6
Kim, N. J., & Kim, M. K. (2022). Teacher’s Perceptions of Using an Artificial Intelligence- Based Educational Tool for Scientific Writing. Frontiers in Education, 7(March), 1–13. https://doi.org/10.3389/feduc.2022.755914
Kush, J. C. (2025). Leveraging ChatGPT in K-12 School Discipline: Potential Applications and Ethical Considerations. AI (Switzerland), 6(7). https://doi.org/10.3390/ai6070139
Lee, G. G., & Zhai, X. (2024). Using ChatGPT for Science Learning: A Study on Pre-service Teachers’ Lesson Planning. IEEE Transactions on Learning Technologies, 17(August), 1683–1700. https://doi.org/10.1109/TLT.2024.3401457
Liang, Y. (2023). Balancing: The Effects of AI Tools in Educational Context. Frontiers in Humanities and Social Sciences, 3(8), 7–10. https://doi.org/10.54691/fhss.v3i8.5531
Limna, P., Jakwatanatham, S., Siripipattanakul, S., Kaewpuang, P., & Sriboonruang, P. (2022). A Review of Artificial Intelligence (AI) In Education During the Digital Era. Advance Knowledge for Executives, 1(1), 1-9.
Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108(6), 1017-1054.
Mufidah, N. (2019). The Development of Pre-Service Teachers’ Teaching Performance in the Teaching Practice Program at English Department of State Islamic University of Antasari Banjarmasin. Dinamika Ilmu, 19(1), 97-114. https://doi.org/10.21093/di.v19i1.1469
Nguyen, N. D. (2023). Exploring the role of AI in education. London Journal of Social Sciences, (6), 84-95.
Pesce, M. A., & Blanco, D. F. (2024). Chatgpt As Ai Assistant in the Pre-Service Teachers Training and Their Future Role in Secondary Schools: Research in Progress. European Journal of Education Studies, 11(12), 94–130.
Ridha, N., & Fithriani, R. (2023). Efl Pre-Service Teachers Perception of Technology Integration in English Language Instruction. Research and Development Journal of Education, 9(1), 431. https://doi.org/10.30998/rdje.v9i1.16933
Shah, A. (2023). How ChatGPT (AI) is likely to become a Potential Threat (or not) to Human Imagination and Creativity? International Journal for Research in Applied Science and Engineering Technology, 11(8), 379–383. https://doi.org/10.22214/ijraset.2023.55070
Siminto, Lisnawati, S. D., & Muharam, S. (2023). Teacher Professionalism Development Strategy through ChatGPT Support in the Context of Education Management. Journal of Contemporary Administration and Management (ADMAN), 1(3), 150–155. https://doi.org/10.61100/adman.v1i3.65
Thurmond, V. A. (2001). The point of triangulation. Journal of Nursing Scholarship, 33(3), 253-258.
Yaghmaie, F. (2003). Archive of SID Content validity and Its Estimation Archive of SID. Journal of Medical Education, 3(1), 25–27.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 IJLHE: International Journal of Language, Humanities, and Education
This work is licensed under a Creative Commons Attribution 4.0 International License.
