Attitudes of Preservice Teachers Towards Pedagogical Use of Generative Artificial Intelligence: An Italian Study Within a Primary Teacher Education Program

Generative Artificial Intelligence (GAI) is increasing its influence at all educational levels and specifically, it is affecting how a school and a learning environment can be organized. Consequently, teacher education institutions are investigating how GAI is seen by preservice teachers and whether they consider GAI as a pedagogical partner in their future profession. This study focused on the attitudes of preservice teachers regarding their relationship with GAI. One hundred thirty-two Italian preservice teachers were involved in an experiment aimed at exploring the possible educational affordances of using AI at the primary school level. Before and after this path, preservice teachers were asked to express their ideas about GAI and its potential use at school. Findings indicate that, prior to completing the educational path, preservice teachers recorded low scores in the areas of self-efficacy and social outcome expectations, while performance outcome expectations, self-evaluative outcome expectations, interest, and behavioral intentions were comparatively high. After experimenting with the use of GAI, preservice teachers showed statistically significant increases in self-efficacy, performance outcome expectations, social outcome expectations, and behavioral intentions, while interest and self-evaluative outcome expectations remained stable, having already reached high levels at baseline.