MAPPING DIGITAL AND AI COMPENTICIES IN B.ED. FOUR YEAR CURRICULUM OF PUBLIC SECTOR UNIVERSITIES IN PUNJAB, PAKISTAN

Abstract

Educational institutions worldwide now require teacher training programs to develop digital and artificial intelligence (AI) skills instead of teaching basic information and communication technology (ICT) competencies. The existing research shows insufficient information about how developing countries like Pakistan implement artificial intelligence (AI) education into their teacher training programs. The researchers conducted a systematic content analysis of six technology courses which were selected from three public sector universities in Punjab Pakistan.  The researchers used European Digital Competence Framework for Educators and SAMR model to analyze course documents by deductively coding digital and AI competencies according to their level of presence and educational use. The three institutions provide basic information and communication technology training yet their programs lack advanced digital skills which include artificial intelligence content about adaptive learning systems, machine learning, data analytics and AI ethics. The UoS showed maximum support for constructivist digital pedagogy through its pedagogical practices whereas BZU adopted a stronger focus on practical ICT methods. The programs being studied demonstrate a major alignment gap with Pakistan's National Education Policy goals and the international educational standards established by the University of New England's Bachelor of Education program. The research outcomes require immediate action to implement curriculum changes and enhance faculty development while establishing educational standards for Pakistan and other developing nations.