Preservice Teachers’ Readiness for Integrating AI in Elementary Classrooms

Abstract

This study investigates the readiness of elementary education preservice teachers to integrate Artificial Intelligence (AI) into classroom practices, focusing on their attitudes, perceptions, and the challenges they face. Using survey data, the research examines participants' familiarity with AI, beliefs about its educational impact, and views on the evolving role of teachers in AI-enhanced learning environments. Findings indicate generally positive attitudes toward AI adoption, with participants recognizing its potential to improve teaching and learning. However, concerns about limited resources and professional support highlight barriers to effective AI integration. These results underscore the need for teacher education programs to address preservice teachers' concerns and build their confidence in using AI, ultimately shaping future educators prepared for an AI-driven educational landscape.