At Temple University, collaboration is more than a guiding principle—it is the foundation for innovative research and meaningful real-world impact. That spirit is at the heart of a new interdisciplinary project led by faculty from the College of Education and Human Development (CEHD) and the College of Science and Technology (CST), bringing together expertise in teacher education and artificial intelligence (AI) to enhance how future educators are prepared for the classroom. Supporting the goal is a $1.88 million grant from the U.S. Department of Education’s Fund for the Improvement of Postsecondary Education-Special Projects (FIPSE-SP), awarded to CEHD faculty members Di Liu, Meixia Ding and Tim Fukawa-Connelly, in collaboration with Longin Jan Latecki from the College of Science and Technology.

Together, the team is exploring how emerging technologies—particularly AI-driven 3D simulations—can transform mathematics teacher preparation. Their project will develop an AI-driven virtual classroom system that uses “student agents” to recreate realistic instructional scenarios, allowing preservice elementary teachers to repeatedly practice instructional strategies, classroom management and decision-making. By integrating educational theory with generative AI systems, the platform provides structured opportunities for preservice teachers to apply theory in realistic instructional settings and receive feedback, helping bridge the long-standing gap between theory and application in teacher education.

“I have always believed that the most meaningful research happens when people from different backgrounds come together,” said Liu. “When we collaborate, we are able to ask better questions and create work that actually makes a difference.”

A Shared Vision for Teacher Preparation

The project draws on faculty expertise spanning education and computer science, creating an interdisciplinary team that mirrors the collaborative learning environments they hope to foster for future educators.

Ding, a co-principal investigator and mathematics education scholar, focuses on supporting elementary teachers in developing strong and confident instructional practices. Fukawa-Connelly, also a co-PI, brings a teacher education perspective with an emphasis on practice-based learning. “We want more great teachers, and we want them to become great teachers earlier in their careers,” he said. “This project is about accelerating that trajectory.”

At its core, the project is driven by a shared goal: expanding access to meaningful, high-quality instructional rehearsal opportunities for preservice teachers.

Using Technology to Extend Learning Opportunities

A central innovation of the project is its use of AI  to expand when and how preservice teachers can engage in instructional rehearsal. The team uses generative AI to analyze classroom instruction and simulate realistic teacher-student interactions.

“We are training these models to act like believable students,” Fukawa-Connelly explained. “That allows us to create virtual classrooms where preservice teachers can try different strategies, manage discussions and reflect on their instructional choices.”

These simulated environments extend learning beyond the limited hours typically available in traditional field placements. “With virtual classrooms, preservice teachers can engage during class, after class and even for homework,” he added. “By the time they graduate, they may have experience comparable to teachers several years into their careers.”

Building Confidence Through Supported Learning

For Ding, this work is especially meaningful in elementary mathematics education, where many preservice teachers bring anxiety rooted in their own learning experiences.“

Many preservice teachers have had negative experiences with math as students,” she explained. “That often leads to fear or hesitation when teaching the subject themselves.”

By offering structured, supportive environments for instructional rehearsal, the project aims to help future teachers build confidence before working with real students. Liu emphasized that confidence plays a critical role in teacher growth. “When teachers feel more confident, they are more willing to try new strategies, reflect on their instruction and continue developing their practice,” he said.

Enhancing Teacher Preparation

Liu shared that the project is designed to complement, not replace, existing teacher preparation programs. “We are trying to enhance traditional preparation by offering additional opportunities for students who choose to participate,” he explained.

The simulated environments function as a low-pressure “sandbox,” where preservice teachers can experiment, make mistakes and reflect without the high stakes of live classrooms. “We are not using AI to replace in-person instruction,” Liu added. “The goal is to support teachers and help them feel more prepared and confident.”

Looking Ahead

This collaboration was made possible in part through CEHD’s internal grant support, which allowed the team to pilot early work and plan for future growth.

“That initial funding made it possible to begin this project and think bigger about its potential,” Ding shared. Fukawa-Connelly noted that while the project currently focuses on elementary education, the long-term vision includes expansion through additional funding and partnerships.

“When we collaborate like this,” Liu reflected, “we are not just advancing research—we are creating opportunities for real change.”