Research Article

Exploring pre-service teachers’ perspectives on integrating artificial intelligence in education

Dimitris Panagou 1 2 * , Georgios Stylos 1 2 , Konstantinos T. Kotsis 1 2
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1 Department of Primary Education, University of Ioannina, Ioannina, GREECE2 Laboratory of Physics Education and Teaching, University of Ioannina, Ioannina, GREECE* Corresponding Author
Journal of Digital Educational Technology, 5(2), July 2025, ep2514, https://doi.org/10.30935/jdet/17297
Submitted: 13 July 2025, Published: 17 October 2025
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ABSTRACT

Artificial intelligence (AI) is increasingly influencing education and is anticipated to be a key driver of future educational reforms. This study examines pre-service teachers’ perceptions of AI’s role in higher education. Using a quantitative descriptive approach, data were collected from a randomly selected sample of first-year students to ensure representativeness. The findings reveal a prevailing neutrality among participants, suggesting limited AI literacy, while many expressed optimisms about its transformative potential. Despite recognizing AI’s pedagogical benefits, concerns about its challenges persist. The study underscores the necessity of comprehensive AI-focused training programs to equip future educators with the competencies required for effective AI integration in education.
Keywords: artificial intelligence, pre-service teachers, teachers perspectives, AI in education

CITATION (APA)

Panagou, D., Stylos, G., & Kotsis, K. T. (2025). Exploring pre-service teachers’ perspectives on integrating artificial intelligence in education. Journal of Digital Educational Technology, 5(2), ep2514. https://doi.org/10.30935/jdet/17297

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