Generative Artificial Intelligence (AI) is emerging as a powerful force in global education, raising critical questions about teacher agency, ethics, and professional development. In Ghana, teacher education institutions are beginning to explore AI’s potential to enrich pedagogy, personalize learning, and expand access to high-quality instructional resources. This study investigates Ghanaian teacher educators’ and trainees’ perceptions of generative AI, focusing on opportunities, risks, and transformative practices. Guided by Technological Pedagogical Content Knowledge (TPACK) and the European Commission’s Ethics guidelines for trustworthy AI, a mixed-method design was employed. Quantitative surveys were administered to 210 participants from five Colleges of Education, complemented by in-depth interviews with 15 policymakers, curriculum designers, and educational technologists. Analysis combined descriptive statistics with thematic coding. Participants highlighted benefits such as AI-assisted lesson planning, multilingual content creation, and interactive teaching simulations. However, concerns emerged around academic integrity, erosion of teacher autonomy, algorithmic bias, and deepening digital inequities, particularly in low-resource settings. Limited institutional training and uneven infrastructure were cited as significant barriers. Findings suggest that successful integration of generative AI in Ghanaian teacher education requires targeted professional development, equitable digital access, and contextually relevant ethical guidelines. Beyond Ghana, the study offers insights for other Global South contexts seeking to balance innovation with equity in teacher preparation. Embedding AI literacy into teacher education curricula, supported by policy frameworks, can ensure that generative AI enhances rather than undermines the professional identity and agency of future educators.

Authors:
David Kullisah Atsu, University of Education, Ghana
Frimpong Justice, Wuhan Textile University, China

About the Presenter(s)
David Kullisah Atsu is currently affiliated with the University of Education, Winneba, Ghana, specializing in teaching, learning, and AI in education.

See this presentation on the full schedule – Wednesday Schedule

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