AI-Enhanced “Educational Technology Applications” Curriculum: Innovative Pathways for Developing Preservice Teachers’ Intelligent Literacy

Abstract

Anchored in the emerging demands placed on teacher development in the age of intelligence, this study focuses on the reform of the Educational Technology Applications course and seeks to conceptualize innvative approaches to enhancing preservice teachers’ intelligent literacy through artificial intelligence. Addressing the persistent issue of superficial technology usage in current training models, the study proposes a three-dimensional theoretical framework encompassing “Objectives–Pathways–Support.” This framework explicates how AI reshapes curricular structures, transforms instructional models, and builds smart learning ecosystems, thereby promoting a paradigm shift in teacher preparation—from mere technical operation to cognitive empowerment and professional identity reconstruction. The findings highlight the mechanisms through which AI enables a transition from knowledge transmission to cognitive augmentation and from standardized procedural training to personalized and generative learning. The study aims to offer a theoretical foundation and developmental direction for teacher education curriculum reform in the intelligent era.