Between Innovation and Skepticism: How Pre-Service Teachers Perceive the Integration of GenAI Chatbots

The use of Generative Artificial Intelligence (GenAI) chatbots in education is expanding, enabling personalized learning, pedagogical support, and increased student engagement. However, the adoption of this technology depends on teachers’ perceptions and attitudes. Therefore, it is important to expose pre-service teachers, already during teacher education programs, to the advantages of integrating GenAI into teaching alongside its challenges, as the teacher education period constitutes a critical stage in shaping teachers’ educational perceptions throughout their professional lives. This study examined pre-service teachers’ perceptions of GenAI chatbots integration in teaching using the Technology Acceptance Model (TAM). The research was conducted among 50 pre-service teachers enrolled in an academic course. Data was collected through a 48-item questionnaire and analyzed using factor analysis and linear regression. The findings reveal that pre-service teachers constitute a distinct group characterized by unique features in relation to GenAI integration. Findings indicate that pre-service teachers’ attitudes toward GenAI chatbots integration were moderate to low. The primary predictors of their intention to integrate GenAI chatbots in teaching were aspects of perceived usefulness—mainly their impact on students’ skills and engagement, as well as the improvement of learning efficiency. In contrast, perceived effort was not found to be a significant predictor. The findings highlight the need to incorporate specific components into teacher education programs that clarify the pedagogical benefits of GenAI chatbots. Future research could enhance understanding by incorporating quantitative and qualitative research methods and comparing pre-service teachers with experienced educators.