Preservice Teachers’ Perceptions of Generative AI for Teaching Preparation: A Study Built on the UNESCO AI Competency Framework

The purpose of this study was to examine preservice teachers’ perceptions of using generative AI (GenAI) for teaching preparation. Nineteen preservice teachers used GenAI tools in their teaching preparation over 8 wk. Data were analyzed through thematic analysis of reflections and a focus group interview. Results showed that GenAI supported instructional content creation, creativity, efficiency, and differentiated instruction. However, participants expressed concerns about overreliance, ethics, and reduced critical thinking. Findings highlight the need for GenAI literacy training in teacher education programs to ensure that future educators remain active designers of instructional content rather than passive consumers of AI-generated materials. This study is significant in that data were collected after preservice teachers’ actual engagement with GenAI tools for teaching preparation, providing experience-based insights rather than hypothetical perceptions.