인공지능 및 메타버스 기반 국제협력 교사교육 프로그램에 대한 한국 초등영어 예비교사의 경험과 인식

Korean pre-service elementary English teachers’ experiences and perceptions of an AI- and metaverse-based international collaborative teacher education program

This study examines an AI- and metaverse-based international collaborative teacher education program by analyzing Korean pre-service English teachers’ experiences and perceptions. The program, jointly implemented by universities in Korea and Hong Kong, involved 33 participants, including 14 Korean pre-service teachers. Over four weeks, participants engaged in eight hours of regular class sessions and also conducted additional group meetings to collaborate on their projects. Divided into five groups, they developed digital storybooks for Indonesian students. Data collected from their pre- and post- surveys and digital storybooks were qualitatively analyzed. Findings indicate that the program enhanced intercultural communicative competence, English communication skills and opportunities, and edutech literacy in AI and metaverse platforms. The program also fostered the participants’ professional identity and attitudes as future teachers. The digital storybooks demonstrated cultural integration, diverse communicative functions, appropriate language use, and educational value. Challenges included limited interaction with international peers, English communication difficulties, technological infrastructure, and time constraints. The study offers meaningful insights into how AI and the metaverse can be integrated into international collaboration programs for pre-service English teachers.