Trainee Teachers’ Acceptance of EduMDAI as a Progressive Pedagogy Platform towards Ethical Digital Education

Abstract

The rapid advancement of digital technologies, particularly artificial intelligence (AI), has transformed global education, requiring innovative pedagogical approaches to ensure teaching and learning remain relevant, effective, and ethical. In Malaysia, the Digital Education Policy (2023) highlights the importance of fostering digitally fluent learners and bridging the digital divide. However, the integration of technology in education still faces challenges, particularly in embedding ethical values within digital learning practices. To address this gap, EduMDAI, a Progressive Pedagogy Platform that integrates Learning Management Systems (LMS), digital technologies, critical thinking, and AI, were introduced to support ethical digital education. This study aims to examine trainee teachers’ acceptance of EduMDAI, focusing on three aspects: (i) their acceptance of EduMDAI usage, (ii) its role in supporting ethical digital education, and (iii) its potential in enhancing digital pedagogical skills. A pilot study using a quantitative survey design was conducted with 24 trainee teachers from the Malaysian Institute of Teacher Education, Sarawak Campus, enrolled in the GAPD1032 Digital Learning Basics course. Data were collected through a structured Likert-scale questionnaire and analysed using descriptive statistics via SPSS. Reliability analysis showed high internal consistency with Cronbach’s Alpha = 0.952. Findings revealed a very high level of acceptance across all dimensions, with mean scores ranging from 4.86 to 4.92. Respondents strongly agreed that EduMDAI supports meaningful learning, enhances digital and ethical literacy, and prepares them for future digital education environments. The results indicate that EduMDAI not only provides an innovative and systematic framework for teaching and learning but also instills responsible and ethical digital practices. In conclusion, this study provides initial evidence of the positive acceptance of EduMDAI among trainee teachers, underscoring its potential as a transformative pedagogical model aligned with national and global digital education agendas. Although limited by its small sample size and single-campus context, the findings contribute valuable insights into the early adoption of ethical digital pedagogy. Future studies with larger and more diverse samples, combined with qualitative methods, are recommended to further validate and expand on these results.