AI in teacher education: Perspectives on digital sovereignty and implications for higher education governance

This developmental paper examines digital sovereignty in teacher education using the example of a cross-institutional, action-oriented seminar design on AI education involving two universities (N = 68 students). Collaborative and reflective learning arrangements provide opportunities to engage with AI as a pedagogical, ethical, and societal object of inquiry and design. Heuristic insights from students’ podcast reflections illustrate how they negotiate questions of professional roles, autonomy, and institutional enablement in relation to AI. Drawing on Educational Governance and sociological neo-institutionalism, the paper discusses implications for higher education development and governance.