What it means to learn with GenAI: Theorising student teachers’ perspectives on learning with GenAI through Q methodology research

This Q study explores how student teachers conceptualize learning with GenAI and how their perspectives align with or challenge existing educational frameworks. Thirty-one student teachers sorted 44 statements derived from contemporary learning theories. The factor analysis revealed three distinct viewpoints: (1) students who view GenAI as a collaborative partner (F-1 GenAI is my sidekick), (2) those who approach it with scepticism (F-2 GenAI is here to stay & mldr; but old is gold), and (3) those who use it mainly for practical efficiency (F-3 GenAI is my shortcut to efficiency). Each factor aligned with a distinct pedagogical orientation, yet all collectively point to the inadequacy of pre-GenAI learning theories in explaining the evolving dynamics between students and agentic systems, thus highlighting the need for theoretical renewal rather than simple application or adoption. Implications are that traditional learning frameworks must be reconfigured to account for the diverse interactions between student teachers and GenAI systems.