The impact of pressure from being replaced by artificial intelligence on the career activities of pre–service teachers

Abstract

The rapid advancement of artificial intelligence (AI) has raised concerns about job displacement, particularly among pre–service teachers. This study examines the perceived pressure of AI replacement, self–awareness in relation to AI, educational policies and training, and career activities among pre–service educators. A survey of 680 pre–service teachers from three Vietnamese universities was conducted, with data analyzed using SPSS and AMOS. Results indicate that self–awareness and educational policies significantly influence perceived replacement pressure, which in turn impacts career activities. Additionally, gender and academic year contribute to variations in perceived pressure, with female and fourth–year students experiencing higher levels. These findings highlight the need for AI literacy integration in teacher training programs to mitigate anxiety and enhance AI preparedness. The study contributes to the discourse on AI in education by identifying key factors affecting pre–service teachers' adaptation and proposing solutions for effective AI integration in teacher training.