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Abstract The reception of ChatGPT in the educational field has varied between enthusiasm and scepticism, generating a series of controversies and challenges in response to the emergence of artificial intelligence (AI) technologies within the educational context. The purpose of this study was to interpret and describe the perceptions of a group of pre-service teachers on the use of ChatGPT as an assistant in a learning experience implemented during their training, and on the implications of this AI tool in their future work context as teachers. A sequential mixed methodology was employed, initially collecting quantitative data, followed by a deeper analysis based on qualitative data from which explanatory categories of the phenomenon emerged. Our study on the integration of ChatGPT into teacher training programs reveals that students valued the use of ChatGPT for its conceptual support and quick feedback, enhancing their learning experience. However, concerns about the accuracy of information and plagiarism underline the need for a critical engagement with AI tools. Regarding their future teaching role, they highlighted the importance of mediation, training, and guiding students in the critical and responsible use of AI. They also identified the need to modify assessment methods to encourage critical thinking, problem-solving, and creativity. The study emphasized the importance of integrating AI technologies into teacher training in a reflective and critical manner, with guidance from educators and IT specialists. This These findings suggest a balanced approach to incorporating AI in education, emphasizing ethical use and the transformative potential of AI to support pedagogical objectives.
Pesce et al. (Fri,) studied this question.