As artificial intelligence (AI) technologies gain prominence in educational contexts, it is important to understand how future educators perceive AIs role in promoting creativity. This study examines how Chinese preservice English teachers envision the use of AI to support creativity in classroom instruction. Participants included 53 sophomore students from a normal university in China, all of whom are preparing to become K12 English teachers. Data were collected through a questionnaire consisting of four structured multiple-choice questions and one open-ended question. The survey explored participants beliefs about AIs potential to foster student creativity, their own use of AI tools for creative purposes, their attitudes toward student use of AI for creative work, and perceived challenges in integrating AI into creative education. The final open-ended question invited participants to describe how AI could best support creativity in education. Findings suggest that while many respondents are cautiously optimistic about AIs creative potential, they also express concerns about overreliance, lack of training, and ethical considerations. Their open-ended responses highlight a desire for AI to serve as a supportive toolenhancing imagination, offering inspiration, and facilitating personalized learning. This study contributes to the growing body of research on AI in education and provides insights for teacher education programs aiming to prepare educators for creative and responsible AI integration.
Zhang et al. (Tue,) studied this question.
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