Analyzing the Foundations of Social Sustainability in Teacher Education: A Study of Self-Regulation, Social-Emotional Expertise, and AI-TPACK

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dc.authoridŞahin, Merve / 0000-0001-9394-9511
dc.contributor.authorŞahin, Merve
dc.date.accessioned2026-02-03T11:59:49Z
dc.date.available2026-02-03T11:59:49Z
dc.date.issued2025
dc.departmentÇanakkale Onsekiz Mart Üniversitesi
dc.description.abstractThe integration of artificial intelligence (AI) into education is a defining challenge for achieving a sustainable digital future. This study addresses this challenge by exploring the psychological foundations necessary for teacher readiness, framing this preparation as a matter of social sustainability for the teaching profession. Employing a correlational research design, this study investigates the relationships among key psychological constructs as perceived by pre-service educators. Specifically, it examines how pre-service preschool teachers' self-reported levels of self-regulation and social-emotional expertise relate to their self-assessed AI-Technological Pedagogical Content Knowledge (AI-TPACK). The findings were revealing: multiple linear regression analyses confirmed perceived self-regulation as a robust predictor of the self-assessed core and composite knowledge elements of AI-TPACK. Counterintuitively, social-emotional expertise did not show a significant correlation with any aspect of AI-TPACK. This suggests that the metacognitive skills inherent in self-regulation are fundamental for empowering educators to engage in the lifelong learning required for a sustainable career. Therefore, teacher education programs must strategically cultivate these skills to foster a resilient teaching workforce, capable of ethically shaping the future of AI in inclusive and sustainable learning environments.
dc.identifier.doi10.3390/su17198613
dc.identifier.issn2071-1050
dc.identifier.issue19
dc.identifier.scopus2-s2.0-105018961992
dc.identifier.scopusqualityQ1
dc.identifier.urihttps://doi.org/10.3390/su17198613
dc.identifier.urihttps://hdl.handle.net/20.500.12428/34432
dc.identifier.volume17
dc.identifier.wosWOS:001593864600001
dc.identifier.wosqualityQ2
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.institutionauthorŞahin, Merve
dc.language.isoen
dc.publisherMdpi
dc.relation.ispartofSustainability
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_WOS_20260130
dc.subjectAI-TPACK
dc.subjectpreschool teacher education
dc.subjectself-regulation
dc.subjectsocial-emotional expertise
dc.subjectsocial sustainability
dc.subjectsustainable pedagogy
dc.titleAnalyzing the Foundations of Social Sustainability in Teacher Education: A Study of Self-Regulation, Social-Emotional Expertise, and AI-TPACK
dc.typeArticle

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