Abstract:

Artificial Intelligence is gradually finding its place in teacher education; however, most existing tools still overlook a fundamental aspect of teaching: teachers’ ability to recognise, interpret and respond to the emotional states of their learners. This work explores how AI-based emotional intelligence can be introduced into teacher training in a way that respects ethical boundaries, while also supporting educators in developing stronger socio-emotional awareness and creating more inclusive and emotionally safe learning environments.

The study builds on ongoing doctoral research on AI-supported analysis of mental wellbeing and follows a mixed, practice-oriented methodological approach. The work involves:
(1) a focused review of affective computing applications in school contexts to identify current possibilities and limitations,
(2) interviews with teacher educators to understand concerns, expectations and the practical realities of using affective technologies in training, and
(3) the design of a small pilot training module that familiarises teachers with emotion-sensitive algorithms, multimodal emotional cues and guided reflective activities.

Preliminary insights from the interviews indicate that educators see potential in such technologies for identifying early signs of student disengagement or emotional strain, as long as the use of AI does not replace professional judgement. Teachers emphasised the need for clear ethical guidelines and for tools that remain transparent and supportive rather than directive.

The study is expected to result in a structured model for integrating AI-based emotional intelligence into teacher training programmes, along with practical recommendations for ethical, inclusive and pedagogically meaningful implementation. It also aims to offer initial evidence of how such approaches may help teachers respond more sensitively to learners’ needs and strengthen digital wellbeing practices.

By bringing together affective technologies and pedagogical ethics, the work contributes to ongoing discussions about responsible AI in education and suggests a realistic pathway for preparing educators who are both technologically competent and emotionally perceptive in an era of rapid digital change

Keywords:

AI-Based Emotional Intelligence, Affective Technologies, Teacher Training, Inclusion, Digital Wellbeing, Educational Ethics.