Generative AI in Elementary Teacher Education: Opportunities, Risks, and Professional Ethics

Generative artificial intelligence (GenAI) may influence how prospective elementary school teachers design, implement, and evaluate learning. It can support idea generation, lesson planning, differentiated activities, assessment rubrics, and reflective practice. However, fluent outputs are not necessarily accurate, developmentally appropriate, unbiased, or aligned with the curriculum and local sociocultural contexts. This article synthesizes the pedagogical opportunities, risks, and professional-ethical implications of GenAI use in Indonesian elementary teacher education and proposes directions for responsible integration. The study employs a narrative literature review based on exploratory searches of SciSpace, journal-publisher websites, academic sources, UNESCO publications, and Indonesian education-policy documents. The core literature covers 2020–2026, complemented by relevant foundational theory. The thematic synthesis identifies potential benefits for lesson planning and differentiation, alongside risks involving hallucinations, bias, developmental inappropriateness, privacy, copyright, unequal access, and cognitive overdependence. Responsible use requires AI literacy beyond prompt writing, including critical evaluation, ethical judgment, transparency, and accountability. The article proposes the KONTEKS framework as a guide for contextualizing, verifying, adapting, and taking responsibility for GenAI outputs. As a narrative review, it does not claim exhaustive systematic coverage or quantitative effect estimates; its recommendations require empirical testing in Indonesian elementary teacher education programs