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Recent advancements in artificial intelligence (AI) technologies have created new opportunities in education. While existing research has largely focused on AI’s role in educational contexts and teachers’ perceptions of AI-supported learning, there remains a notable gap in understanding teachers’ readiness to integrate AI into their instructional practices. This study addresses this gap by exploring pre-service English language teachers’ (PELTs) readiness to incorporate AI into their future classrooms, specifically examining their confidence in using AI, attitudes towards AI, and perceived needs for training and support. The study involved nine PELTs enrolled at a state university in Türkiye and employed a qualitative methodology. Data were collected through reflective journals and semi-structured interviews, and thematic analysis was used to identify key findings. Results revealed that PELTs generally hold positive attitudes towards AI-supported education but emphasize the need for targeted training and additional support to implement AI effectively in their teaching practices. These findings underscore the importance of enhancing AI-related training programs for pre-service teachers to facilitate the integration of AI in education. Future research with larger and more diverse samples is recommended to validate these results and provide robust insights for policymaking and curriculum development.
Özer‐Altınkaya et al. (Fri,) studied this question.