Introduction
Pre-service teacher education must evolve to integrate emerging technologies to foster sustainable learning development. This study explored an innovative integration of Pedagogical AI Agents (PAIA), Educational Robotics (ER), and Internet of Things (IoT) tools in early childhood teacher preparation. Grounded in the Technological Pedagogical Content Knowledge (TPACK) framework, the study also investigated teacher self-efficacy and attitudes (applied psychology factors) in adopting educational innovations.
Purpose
The aim was to examine the impact of an integrated PAIA-ER-IoT curriculum on pre-service teachers' professional competence (TPACK knowledge), self-efficacy in technology integration, and attitudes toward technology-enhanced instruction.
Method
Thirty second-year early childhood education majors in Taiwan participated in an 11-week course on social-emotional learning, where AI agents, robots, and IoT devices were embedded into instructional activities. A mixed-method explanatory sequential design was employed, combining pre/post surveys (TPACK, Technology Integration Self-Efficacy, and Educational Technology Attitudes) with qualitative data from reflection journals, lesson scripts, interviews, and surveys.
Results
Findings showed significant gains in TPACK (+18%) and technology integration self-efficacy (+22%). Attitudes toward educational technology also became more positive. Qualitative data highlighted enhanced pedagogical creativity, confidence in designing multi-technology lessons, and openness to innovation. Participants reported that AI, robotics, and IoT improved interactivity and child-centered engagement, particularly supporting social-emotional learning.
Conclusions
This study demonstrates a replicable, TPACK-aligned training model bridging theory and practice in teacher education. By leveraging applied psychology principles (e.g., self-efficacy and attitude change), the model fosters sustainable innovation in early childhood teacher preparation. The findings provide practical implications for teacher training programs and inform policies on integrating emerging technologies into early childhood education.