Article

AI Readiness in French Language Teacher Education: Evidence from Ghana

Authors

• • Stella Afi Makafui Yegblemenawo
  • Kwame Nkrumah University of Science and Technology, Kumasi
• • Bertha Sam
  • St Vincent College of Education, Yendi
• • Sylvia Akuvi Senam Yegblemenawo
  • Aves Academy, Tema
• • Jonas Kwabla Fiadzawoo
  • University for Development Studies, Tamale

Abstract

This study explores how infrastructural conditions, AI literacy, and ethical readiness shape the use of AI tools in French language teaching and learning among pre-service teachers in Ghanaian Colleges of Education. Rather than focusing solely on whether students adopt AI, the study examines more closely what actually drives their intention to continue using these tools. A cross-sectional survey design was used. Data were collected from 81 pre-service teachers enrolled in French language Bachelor of Education programmes. The questionnaire assessed performance expectancy, effort expectancy, social influence, facilitating conditions, AI self-efficacy, ethics and integrity readiness, and behavioural intention. Data were analysed using descriptive statistics, reliability testing, correlation analysis, and multiple linear regression. The results show that students generally view AI tools as moderately useful and report moderate intention to use them, even though the conditions that support AI use remain weak. Regression findings indicate that AI self-efficacy and social influence are the strongest predictors of behavioural intention. In contrast, performance expectancy and effort expectancy do not significantly predict intention once competence-related factors are considered. Ethics readiness also does not directly predict intention, suggesting it may influence how AI is used rather than whether students choose to use it. The findings suggest that Colleges of Education need to move beyond simple access and adoption narratives by treating AI literacy as a core teaching competence. Clear institutional guidance, lecturer modelling, and assessment redesign are important for ensuring that AI is used responsibly and fairly in French language teacher education. This study adds to emerging work on AI in teacher education by showing that students’ confidence and their social learning environment matter more for intention than perceived usefulness alone, particularly in low-resource settings. It also contributes empirical evidence from a Sub-Saharan African context, extending AI readiness research beyond adoption-centred models.

Keywords: Artificial intelligence, French language education, pre-service teachers, AI literacy, ethical readiness, Ghana, teacher education

How to Cite: Yegblemenawo, S. , Sam, B. , Yegblemenawo, S. & Fiadzawoo, J. (2026) “AI Readiness in French Language Teacher Education: Evidence from Ghana”, Educational Considerations. 51(3). doi: https://doi.org/10.4148/edconsiderations.20911