Pre-Service Teachers’ Perspectives on Generative AI: Insights, Applications, and Challenges in the Classroom

Abstract

Generative artificial intelligence (AI) tools such as ChatGPT are rapidly transforming educational practices, offering new possibilities for teaching and learning. This study investigates the perspectives of 229 pre-service teachers from a state university in the Philippines on the use of generative AI in education. Employing a convergent parallel mixed-methods design, both quantitative survey data and qualitative responses were analyzed to examine participants' knowledge, willingness, perceived benefits, and concerns. Findings indicate that pre-service teachers are generally knowledgeable about generative AI and express a willingness to incorporate it into future teaching practices. Reported advantages include timesaving in lesson planning, grammar and writing assistance, idea generation, and enhanced creativity. However, concerns were raised regarding over-reliance on AI, the accuracy of generated content, academic integrity, and unequal access due to the digital divide. These findings emphasize the compelling need to equip teacher education graduates with the critical skills and ethical frameworks for responsible use of AI. This study contributes to the growing discussion on the use of AI in education.