Generative AI in Higher Education: Learning Experiences and Challenges for Pre-Service Teachers

This article examines pre-service teachers’ learning experiences and the challenges they encounter when using generative artificial intelligence (GenAI) in higher education, and proposes directions for supporting effective and responsible use. The study uses a quantitative survey of 408 students and a cross-sectional descriptive design, with a structured questionnaire employing a five-point Likert scale. The analysis focuses on purposes of GenAI use, perceived learning benefits, and challenges related to information reliability, source verification, independent thinking, academic integrity, and personal data protection. The article proposes developing AI literacy and verification skills, establishing transparent guidance, reforming assessment to emphasize thinking processes, strengthening lecturers’ guidance, and ensuring safe and equitable access. It positions GenAI as a tool that can support pre-service teachers’ self-directed learning and professional competence.