Date of Award

2-4-2026

Degree Type

Dissertation

Degree Name

Doctorate of Education (Ed.D.)

Department

Education

First Advisor

Robbie Melton

Abstract

Abstract The integration of artificial intelligence (AI) in K–12 education has rapidly transformed teaching and learning by enabling personalized instruction, automating assessments, and enhancing student engagement. However, the readiness of teacher educators at Historically Black Colleges and Universities (HBCUs) to prepare future teachers for AI-enhanced classrooms remained underexplored. This mixed-methods study examined the knowledge, attitudes, skills, and perceived barriers among faculty in the College of Education at an HBCU regarding the integration of AI into teacher preparation programs. Quantitative survey data and qualitative open-ended responses were collected and analyzed to assess faculty understanding of AI tools, their perceptions of the educational value of these tools, and the institutional support mechanisms in place. Findings revealed that while faculty generally held positive attitudes toward AI, many lacked the confidence or training to implement AI effectively or to guide pre-service teachers in its use. Institutional support, including access to AI tools and professional development, was inconsistent, and concerns emerged around ethical issues and potential job displacement. Based on these findings, the study recommended embedding AI literacy into teacher education curricula, expanding structured and ongoing professional development for faculty, and developing a centralized institutional strategy that ensured equitable access to AI tools, ethical training, and curricular alignment. This study contributed to the growing body of knowledge on AI in education by applying Diffusion of Innovations theory, the TPACK framework, and the Digital Equity framework within the context of an HBCU. It provided actionable insights to support the integration of inclusive, effective, and sustainable AI in teacher education programs

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