AI As a Co-Facilitator: Exploring Prompt- Based Learning in Teacher Education Classrooms

The rapid integration of Artificial Intelligence (AI) in education signifies a paradigm shift in how teaching and learning are conceptualized, particularly in teacher education. This paper explores the role of AI as a co-facilitator in prompt-based learning environments within teacher preparation programs. Grounded in constructivist and connectivist theories, the study presents a conceptual framework highlighting human-AI collaboration, prompt engineering as a pedagogical tool, and the potential for enhanced personalization, critical thinking, and reflective practice. While AI enables differentiated instruction, streamlines administrative tasks, and supports the development of future-ready educators, its integration also raises concerns about ethics, over-reliance, and equity in access. The paper offers practical implications for curriculum design, professional development, and classroom implementation. It underscores the importance of developing AI literacy and ethical awareness among teacher educators and candidates. The findings call for continued research and innovation to leverage AI effectively in building adaptive, competent, and ethically grounded educators for the 21st century.