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Examining the use of artificial intelligence in pre-service teacher education.

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Title: Examining the use of artificial intelligence in pre-service teacher education.
Authors: Ponomarenko, Elena B.1, Sergeeva, Olga V.2, Zheltukhina, Marina R.3 zzmr@mail.ru, Baranova, Kseniia M.4, Budkevich, Roza L.5, Melnik, Mariya V.6
Source: Contemporary Educational Technology. Apr2026, Vol. 18 Issue 2, p1-24. 24p.
Subject Terms: *Artificial intelligence, *Teacher training, *Digital literacy, *Student teachers, *Student teacher attitudes, *Educational technology, Artificial intelligence & ethics
Abstract: This systematic review investigates the current state of artificial intelligence (AI) integration in pre-service teacher (PST) education, with an emphasis on PSTs' perspectives, attitudes, knowledge levels, and AI-related educational experiences. The review intends to uncover the characteristics that influence PSTs' intents to employ AI technology, as well as the success of AI training programs. A thorough search of academic databases turned up 33 research published between 2021 and 2024, which were examined using a theme framework. The findings show that PSTs have both positive and negative attitudes about AI integration, with initial AI knowledge and skills being restricted but improving with targeted training and hands-on experiences. Perceived utility, ease of use, social impact, and self-efficacy have all been proven to influence PSTs' propensity to employ AI. The review also emphasizes PSTs' favorable experiences using AIbased instruction, such as lesson planning, collaborative learning, and feedback/evaluation. However, issues and ethical concerns regarding data privacy, academic honesty, fairness, and the possible harmful impact on student learning were highlighted. The review recommends that teacher education institutes prioritize AI literacy development, address PSTs' concerns, and incorporate ethical considerations into AI courses. The findings add to the expanding body of literature on AI integration in education, providing useful insights for defining teacher education practice and policy in the AI era. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:This systematic review investigates the current state of artificial intelligence (AI) integration in pre-service teacher (PST) education, with an emphasis on PSTs' perspectives, attitudes, knowledge levels, and AI-related educational experiences. The review intends to uncover the characteristics that influence PSTs' intents to employ AI technology, as well as the success of AI training programs. A thorough search of academic databases turned up 33 research published between 2021 and 2024, which were examined using a theme framework. The findings show that PSTs have both positive and negative attitudes about AI integration, with initial AI knowledge and skills being restricted but improving with targeted training and hands-on experiences. Perceived utility, ease of use, social impact, and self-efficacy have all been proven to influence PSTs' propensity to employ AI. The review also emphasizes PSTs' favorable experiences using AIbased instruction, such as lesson planning, collaborative learning, and feedback/evaluation. However, issues and ethical concerns regarding data privacy, academic honesty, fairness, and the possible harmful impact on student learning were highlighted. The review recommends that teacher education institutes prioritize AI literacy development, address PSTs' concerns, and incorporate ethical considerations into AI courses. The findings add to the expanding body of literature on AI integration in education, providing useful insights for defining teacher education practice and policy in the AI era. [ABSTRACT FROM AUTHOR]
ISSN:1309517X
DOI:10.30935/cedtech/18458