Ambivalent Readiness: A Qualitative Inquiry into Perspective Teachers' AI Integration in Education
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Abstract
The rapid advancement of artificial intelligence (AI) in education has necessitated a critical examination of how prospective teachers are prepared to integrate these technologies into their future classrooms. This qualitative study explores the perspectives, readiness, and perceived challenges of perspective teachers regarding AI integration in educational settings. Drawing upon semi-structured interviews with 24 pre-service teachers enrolled in teacher education programs, this research employs thematic analysis to uncover the multifaceted nature of AI integration. The findings reveal three overarching themes: (a) ambivalent readiness characterized by enthusiasm tempered by uncertainty, (b) pedagogical concerns regarding the displacement of humanistic teaching elements, and (c) the imperative for comprehensive AI literacy within teacher education curricula. The study underscores the necessity for teacher education programs to move beyond technical training toward holistic preparation that addresses ethical, pedagogical, and emotional dimensions of AI integration. Implications for curriculum design, policy formulation, and future research are discussed.
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