Document Type : Original Article
Authors
1
M.A. in Educational Psychology, Department of Psychology, Faculty of Humanities, University of Yasouj, Yasouj, Iran
2
Associate Professor, Department of Psychology, Faculty of Humanities, University of Yasouj, Yasouj, Iran.
3
M.A. in Family Counseling, Department of Counseling, Islamic Azad University, Estahban Branch, Estahban, Iran.
10.48310/edup.2026.24474.1505
Abstract
Background and Objectives: This study aimed to develop and validate a competency framework for the responsible use of generative AI by student-teachers in the practicum.Methods: Employing a sequential mixed-methods design, deductive thematic analysis based on the UNESCO framework identified core themes qualitatively. Quantitatively, a panel of 15 experts evaluated content validity using CVR, CVI, and Kendall’s coefficient (w).Findings: The validated framework encompasses 4 dimensions (cognitive-critical, technical-pedagogical, ethical-professional, and agency-identity), 15 organizing themes, and 42 basic themes. Statistical analysis confirmed robust content validity: CVR (0.60–1.00), CVI (0.91–0.96), and Kendall’s
w (0.512, p<0.001).Conclusion: Responsible AI integration in clinical practicum requires balancing critical discernment, pedagogy, data ethics, and human teacher agency.
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