The Digital Skills, School Field Introduction, and Teaching Readiness among Preservice Economic Teachers: The Mediating Role of AI Utilization

Ajeng Fenindia; Sri Handayani; Wiwin Hartanto

doi:10.17977/UM014v19i1p201

Authors

Ajeng Fenindia Faculty of Economics and Business, Universitas Negeri Malang
Sri Handayani Faculty of Economics and Business, Universitas Negeri Malang
Wiwin Hartanto Department of Asia Pacific Regional Studies, College of Humanities and Social Sciences, National Dong Hwa University

DOI:

https://doi.org/10.17977/UM014v19i1p201

Keywords:

artificial intelligence, digital skills, preservice economics teachers, teaching readiness

Abstract

This study aims to examine the role of artificial intelligence (AI) utilization as a mediating variable in the relationship between digital skills and school field introduction on the teaching readiness of preservice economics. This research employed a quantitative approach using structural equation modeling–partial least squares (SEM-PLS) with SmartPLS 4. The sample consisted of 113 economics education students from several universities in Malang, East Java of Indonesia, which selected through purposive sampling. The results indicate that digital skills and school field introduction have a positive and significant effect on teaching readiness, both directly and indirectly through AI utilization. In addition, AI utilization acts as a significant mediator, although with a relatively small effect in strengthening the contribution of internal and external factors to the professional readiness of prospective teachers. These findings highlight the importance of integrating AI technology in teacher education to enhance pedagogical competence and prepare future teachers for digital-era learning environments.

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