Abstract:

The rapid growth of digital technologies has significantly influenced educational environments and the competencies expected of future teachers. Among these developments, artificial intelligence (AI) has attracted increasing attention as a resource that can support different aspects of teaching and learning. AI tools are currently being used to assist with tasks such as preparing instructional materials, designing assessments, organizing learning activities, and supporting more personalized learning experiences. Although interest in these technologies has expanded in recent years, research exploring how AI is perceived and used during the initial preparation of teachers is still relatively limited.

This study focuses on examining the perceptions and use of artificial intelligence tools among pre-service teachers enrolled in a Basic Education program at a higher education institution. Understanding how future teachers interact with emerging technologies is particularly important, as the experiences developed during their training may shape how these tools are incorporated into their professional practice. The research follows a quantitative approach with a descriptive and correlational design, involving undergraduate students from different academic levels within the teacher education program.

Information will be collected through a structured questionnaire designed to explore four main aspects: students’ familiarity with AI tools, how frequently they use them in their academic work, their views regarding the pedagogical value of integrating AI into teaching practices, and the ethical considerations associated with its use in educational contexts. The data will be analyzed using descriptive statistics to identify general trends in the responses, while correlation analysis will be applied to explore potential relationships between the use of AI tools and the development of digital competencies among future teachers.

The results are expected to contribute to a better understanding of how pre-service teachers currently engage with artificial intelligence technologies and how they perceive their relevance for their professional preparation. Furthermore, the findings may provide useful insights for higher education institutions interested in strengthening the development of digital competencies and promoting a thoughtful and responsible integration of artificial intelligence in teacher education programs.

Keywords:

Artificial Intelligence, Digital Competence, Educational Technology, AI Integration in Education.