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AI Shaming Among Teacher Education Students: A Reflection on Acceptance and Identity in the Age of Generative Tools
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Author(s): Dharel P. Acut (Cebu Technological University, Philippines), Eliza V. Gamusa (Northwest Samar State University, Philippines), Johannes Pernaa (University of Helsinki, Finland), Chokchai Yuenyong (Khon Kaen University, Thailand), Anabelle T. Pantaleon (Cebu Technological University, Philippines), Raymond C. Espina (Cebu Technological University, Philippines), Mary Jane C. Sim (Cebu Technological University, Philippines)and Manuel B. Garcia (FEU Institute of Technology, Philippines)
Copyright: 2025
Pages: 24
Source title:
Pitfalls of AI Integration in Education: Skill Obsolescence, Misuse, and Bias
Source Author(s)/Editor(s): Manuel B. Garcia (FEU Institute of Technology, Philippines), Joanna Rosak-Szyrocka (Częstochowa University of Technology, Poland)and Aras Bozkurt (Anadolu University, Turkey)
DOI: 10.4018/979-8-3373-0122-8.ch005
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Abstract
As generative AI tools become increasingly integrated into educational practice, its use among pre-service teachers is often accompanied by hesitation and discomfort. This chapter examines the phenomenon of AI shaming among teacher education students—the stigma and reluctance to disclose AI tool use due to perceived threats to academic authenticity. Drawing on classroom insights and student reflections, it explores how social norms, institutional pressures, and identity formation shape this behavior. These experiences reveal the deep tension between embracing technological innovation and maintaining traditional standards of academic merit. The chapter highlights the implications for digital literacy, professional development, and ethical technology integration. It calls for a shift in narrative, framing AI not as a shortcut but as a tool for innovation. Actionable strategies for educators and institutions are proposed to foster open, reflective, and supportive environments for responsible AI use in teacher education.
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