Prospective Teachers’ Attitudes towards AI and MOOCs in Relation to their Techno Pedagogical Competence

Abstract

This study indicates how digital pedagogical frameworks like AI and MOOCs integrated within this era teachers’ education with a particular focus in the light of NEP 2020 in India. A descriptive survey design was used to explore attitudes of prospective teachers towards AI and MOOCs and their Techno-Pedagogical Competence. Self-constructed were used to measure attitude towards AI and attitude towards MOOCs with the established reliability and validity through systematic statistical procedure while a standardised tool used for Techno-Pedagogical Competence. The study synthesizes global perspectives (Luckin et al., 2016; Holmes et al., 2022; Bozkurt et al., 2021; Yuan & Powell, 2013) with local realities, highlighting both opportunities and challenges in leveraging AI and MOOCs for equitable, scalable teacher development. Findings of this study underscore the transformative potential of digital pedagogy in fostering innovation, inclusivity, and professional growth, while cautioning against ethical, infrastructural, and contextual barriers. This study contributes to the pioneering to offer empirical insights and practical recommendations for policymakers, institutions, and educators seeking to align digital innovation with pedagogical integrity.