Perceptions of pre-service teachers toward Artificial Intelligence integration in education

This study examines the perceptions of pre-service teachers regarding the integration of Artificial Intelligence (AI) into educational practices. As AI technologies increasingly permeate educational settings, understanding the perspectives of future educators is critical for effective implementation. This research investigates pre-service teachers’ readiness to adopt AI, the challenges they encounter, and the influence of demographic factors such as gender, academic discipline, and prior technological exposure on their perceptions. A sample of 60 pre-service teachers from the District Institute of Education and Training (DIET) in Guntur district, India, participated in the study. Data were collected using a validated questionnaire and analyzed through statistical methods to identify perceptual differences across groups. Results reveal significant individual variations in perceptions but no statistically significant differences based on gender, academic discipline, or technological exposure. The findings underscore the necessity for targeted AI training within teacher education curricula to prepare future educators for seamless AI integration. This research offers critical insights for policymakers and educators aiming to foster AI adoption in education.