Strategic Integration of AI Chatbots in Physics Teacher Preparation: A TPACK-SWOT Analysis of Pedagogical, Epistemic, and Cybersecurity Dimensions

TL;DR

This study explores integrating AI chatbots into physics teacher training using a TPACK-SWOT framework, highlighting pedagogical benefits, risks, and strategies for responsible adoption in STEM education.

Contribution

It extends TPACK models with AI literacy and verification constructs, providing a practical framework for embedding AI in physics teacher preparation.

Findings

Enhanced information-seeking and pedagogical scaffolding

Identified risks of inaccuracies and overreliance

Opportunities for inclusive and multilingual education

Abstract

This study investigates the strategic and epistemically responsible integration of AI-powered chatbots into physics teacher education by employing a TPACK-guided SWOT framework across three structured learning activities. Conducted within a university-level capstone course on innovative tools for physics instruction, the activities targeted key intersections of technological, pedagogical, and content knowledge (TPACK) through chatbot-assisted tasks: simplifying abstract physics concepts, constructing symbolic concept maps, and designing instructional scenarios. Drawing on participant reflections, classroom artifacts, and iterative feedback, the results highlight internal strengths such as enhanced information-seeking behavior, scaffolded pedagogical planning, and support for symbolic reasoning. At the same time, internal weaknesses emerged, including domain-specific inaccuracies, symbolic limitations (e.g., LaTeX misrendering), and risks of overreliance on AI outputs. External opportunities were found in promoting inclusive education, multilingual engagement, and expanded zones of proximal development (ZPD), while external threats included prompt injection risks, institutional access gaps, and cybersecurity vulnerabilities. By extending existing TPACK-based models with constructs such as AI literacy, prompt-crafting competence, and epistemic verification protocols, this research offers a theoretically grounded and practically actionable roadmap for embedding AI in STEM teacher preparation. The findings affirm that, when critically scaffolded, AI chatbots can support metacognitive reflection, ethical reasoning, and instructional innovation in physics education if implementation is paired with digital fluency training and institutional support.