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As Artificial Intelligence (AI) systems, including generative AI (GenAI), evolve, they offer new opportunities for information access and feedback across disciplines. However, limited research has examined pre-service teachers’ attitudes towards GenAI, particularly their perceptions, experiences, and usage. This study addresses the gap using a mixed methods approach, combining survey data from 209 Norwegian pre-service teachers with interviews from 11 of the same participants. Most were aware of GenAI and had used AI tools, though none considered themselves experts. Statistical analysis identified key predictors of AI knowledge and beliefs about GenAI’s usefulness in teaching. Participants acknowledged GenAI’s practical benefits for lesson planning and content discovery but raised concerns about its trustworthiness and implications for human-centred education. Interviews offered deeper insight into differences between experienced and novice users. The study highlights implications for teacher education, emphasising the need to develop AI competency to prepare future educators for an increasingly digital landscape.
Gamlem et al. (Wed,) studied this question.