Author(s): Maxwell Benjamin Balraj

Abstract: The rapid integration of Artificial Intelligence (AI) into education is reshaping teaching and learning practices, requiring future educators to be both technologically proficient and pedagogically adaptive. This study investigates the familiarity, preparedness, perceptions, and challenges faced by Bachelor of Education (B.Ed.) students in integrating AI-based learning platforms into their future teaching practices. Using a quantitative, descriptive survey design, data were collected from 55 pre-service teachers at Spicer Adventist University, Pune, through a structured questionnaire administered via Google Forms. Descriptive statistical analysis revealed that 85.45% of participants use AI tools, with the majority reporting perceived improvements in academic performance. While AI use was associated with increased confidence in learning, fewer students felt adequately prepared for classroom integration. Findings highlighted significant support for incorporating AI into teacher education, alongside strong concerns about overreliance potentially diminishing critical thinking and creativity. The lack of targeted training emerged as a key barrier, with over 85% of respondents emphasizing the need for professional development. The study recommends embedding AI literacy and ethical considerations into B.Ed. curricula, adopting blended learning approaches, and providing differentiated support based on demographic factors. These findings offer actionable insights for teacher education programs to equip future educators with the skills and critical awareness needed to leverage AI effectively and responsibly in educational contexts.

Pages: 152-156 | Views: 141 | Downloads: 12

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