Abstract
Background Traditional teacher education often struggles to bridge the gap between pedagogical theory and classroom practice. This study, grounded in experiential learning theory, ventures into uncharted territory, exploring the transformative potential of chatbot-driven simulations in enhancing the lesson planning prowess, pedagogical and content mastery, and teaching self-confidence of pre-service elementary educators. Methods Conducted at a public university, this quasi-experimental investigation engaged 91 primary education undergraduates divided into an intervention group ( n = 44) and a no-treatment control group ( n = 47). The intervention group, using a chatbot devised by the research team, immersed themselves in dynamic, AI-orchestrated scenarios, crafting lesson plans and navigating virtual teaching encounters, enriched by incisive AI-generated feedback. In contrast, the untreated group proceeded without such technological augmentation. Outcomes were estimated before and after eight simulation sessions. Results The findings unveil that the chatbot-supported cohort exhibited marked improvements in overall lesson planning, with notable gains in crafting worked examples and posing probing questions, alongside significant advancements in pedagogical knowledge, and a robust boost in teaching self-efficacy. Conclusion These revelations suggest the profound capacity of AI simulations to sculpt adept, confident educators, poised to revolutionize classroom dynamics and elevate educational outcomes. The primary implication is that AI-driven simulations can serve as a rather potent tool in teacher education programs to enhance practical teaching skills.