Exploring the Experiences of Pre-Service Mathematics Teachers Using Artificial Intelligence for LET Preparation

Abstract

Artificial Intelligence (AI) has increasingly influenced educational practices by providing innovative learning support for students preparing for professional examinations. This study explored the experiences of pre-service Mathematics teachers in utilizing Artificial Intelligence for preparing for the Licensure Examination for Teachers (LET). A qualitative phenomenological research design was employed, involving 12 purposively selected pre-service Mathematics teachers who had used AI during their LET preparation. Data were collected through semi-structured interviews and analyzed using Braun and Clarke’s thematic analysis. Four overarching themes emerged: (1) Artificial Intelligence as an Accessible Learning Companion, (2) Artificial Intelligence as a Personalized Learning Support Tool, (3) Educational Benefits of Artificial Intelligence in LET Preparation, and (4) Responsible and Critical Use of Artificial Intelligence. The findings revealed that AI enhanced conceptual understanding, promoted independent learning, improved review efficiency, and enabled personalized learning experiences. However, participants also emphasized the importance of critically evaluating AI-generated information and integrating AI responsibly with traditional learning resources to support meaningful and ethical examination preparation. The study highlights the potential of Artificial Intelligence to complement LET preparation while underscoring the need to foster digital literacy, critical thinking, and responsible AI use in teacher education.