Preservice Teachers' Perceptions of Digital Platforms: Insights into Moodle and AI Apps for Lesson Planning and Delivery

Preservice teachers are increasingly integrating technologies such as Moodle and AI-driven (artificial intelligence) applications into their pedagogical preparation; however, their attitudes toward these tools remain underexplored. The study examined preservice teachers' perceptions of digital platforms: insights into Moodle and AI apps for lesson planning and delivery. The study adopts the Technology Acceptance Model (TAM) as its theoretical framework. A qualitative research approach was employed, utilising an interpretive phenomenological design to examine preservice teachers' lived experiences and attitudes in depth. The population comprised 243 preservice teachers enrolled in a Bachelor of Education program at a South African university. A purposive sample of 12 participants was selected, ensuring representation across year levels and subject specialisations based on their exposure to digital platforms. Data were collected through in-depth semi-structured interviews. Data analysis followed Braun and Clarke's thematic analysis process, using NVivo software, which involved familiarisation, code generation, theme development, and review for rigour. The study findings revealed that preservice teachers described Moodle as highly useful for collaborative lesson planning, praising its resource-sharing features for fostering peer feedback and organisation in group projects. The study concluded that preservice teachers hold largely favourable attitudes toward digital platforms, affirming their role in competency development. However, there are still gaps in AI familiarity, highlighting the need for teacher training. These attitudes align with TAM predictions, understanding the need for intentional integration. The study recommends embedding Moodle and AI modules in preservice curricula and providing hands-on workshops to boost confidence and address barriers.