AI Literacy and Independent Writing in Teacher Education

The aim of the project is to investigate how writing practices, ideals of independence, and AI literacy are shaped, understood, and transformed across different subject environments within teacher education when generative AI is integrated into students’ writing processes.

The scientific point of departure combines two theoretical perspectives. The academic literacies perspective is used to analyze writing as a situated and discipline-specific practice, while Science and Technology Studies (STS) enables an understanding of AI as a sociotechnical actor within educational practices.

The concept of independence in writing is operationalized as a situational and discipline-negotiated capacity, expressed through task interpretation, source processing, rhetorical organization, stance, and reflexivity.