Embracing generative AI in education: an experiential study on preservice teachers’ acceptance and attitudes

The integration of generative AI in education brings both significant opportunities and challenges. This study designed an experiential learning program to examine the impact of preservice teachers’ previous experience and Big Five personality traits on their acceptance and attitudes towards using generative AI in education settings. Findings revealed that previous experience influences perceived usefulness, attitude, and intention to use generative AI, yet did not affect their perceived ease of use. Moreover, preservice teachers with higher levels of extraversion, agreeableness, conscientiousness, neuroticism, and openness generally exhibit greater agreement in acceptance and attitudes. Additionally, when individuals have relevant experience, well-designed training can enhance preservice teachers’ acceptance and positive attitudes of generative AI—especially for those with lower levels of certain personality traits. These findings imply that previous experience and personality traits shape preservice teachers’ perceptions and attitudes towards generative AI, providing valuable insights for tailored training and professional development.