Conference Agenda

In the context of service-learning and civic engagement in higher education, digital tools are increasingly discussed as means to support the development of democratic competences. In particular, AI-based tools such as chatbots offer new opportunities to foster critical thinking, perspective-taking, and responsible participation in digital environments. This study aims to examine pre-service teachers’ perceptions of chatbot technologies in relation to democratic competences and critical digital engagement.

The theoretical framework is based on the Technology Acceptance Model (TAM; Davis, 1989) and the Value-based Adoption Model (VAM; Kim et al., 2007). Accordingly, pre-service teachers’ perceptions of chatbot use are analyzed through dimensions such as perceived usefulness, perceived value, perceived risk, and enjoyment. In addition, the study adopts a broader perspective by linking technology use to democratic competences, particularly critical thinking, risk awareness, and responsible digital participation.

The study is designed using Q methodology to systematically explore subjective viewpoints. A total of 25 pre-service teachers from the University of Bamberg participated in the study. A Q-set consisting of 23 statements was developed based on the General Chatbot Acceptance, Enjoyment, Perceived Risk, and Value Scale (G-CAVS) scale (Polat & Renner, 2026), covering the dimensions of technology acceptance, perceived value, perceived risk, and enjoyment of use. Data were analyzed using KADE software.

The findings reveal three distinct profiles of chatbot perception. The first group primarily views chatbots as functional tools that save time and effort. The second group demonstrates a highly positive orientation, emphasizing both learning and pedagogical benefits. The third group acknowledges the benefits of chatbots while expressing critical concerns regarding cognitive impacts and data security risks.

These findings indicate that pre-service teachers exhibit differentiated profiles of technology engagement, ranging from instrumental use to critically reflective perspectives. In particular, the third profile reflects a balanced and critical stance, aligning with key components of democratic competences such as critical thinking, risk awareness, and responsible participation.

In the context of service-learning, chatbots can be understood as digital tools that facilitate reflection, perspective-taking, and critical discussion of socially relevant issues.

The structured integration of such tools into higher education may support the development of democratic competences, especially by enhancing students’ critical thinking, perspective-taking, and responsible participation in digital environments.