Review Article

Examining the use of artificial intelligence in pre-service teacher education

Elena B. Ponomarenko 1 , Olga V. Sergeeva 2 , Marina R. Zheltukhina 3 * , Kseniia M. Baranova 4 , Roza L. Budkevich 5 , Mariya V. Melnik 6
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1 Department of Foreign Languages, Рeoples’ Friendship University of Russia (RUDN University), Moscow, RUSSIA2 Department of English Philology, Kuban State University, Krasnodar, RUSSIA3 Scientific and Educational Center “Person in Communication,” Pyatigorsk State University, Pyatigorsk, RUSSIA4 Department of English Philology, Moscow City University, Moscow, RUSSIA5 Laboratory of Oilfield Chemistry, Almetyevsk State Technological University “Petroleum High School,” Almetyevsk, RUSSIA6 Department of Medical and Social Assessment, Emergency, and Ambulatory Practice, Sechenov First Moscow State Medical University, Moscow, RUSSIA* Corresponding Author
Contemporary Educational Technology, 18(2), April 2026, ep650, https://doi.org/10.30935/cedtech/18458
Published: 23 April 2026
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ABSTRACT

This systematic review investigates the current state of artificial intelligence (AI) integration in pre-service teacher (PST) education, with an emphasis on PSTs’ perspectives, attitudes, knowledge levels, and AI-related educational experiences. The review intends to uncover the characteristics that influence PSTs’ intents to employ AI technology, as well as the success of AI training programs. A thorough search of academic databases turned up 33 research published between 2021 and 2024, which were examined using a theme framework. The findings show that PSTs have both positive and negative attitudes about AI integration, with initial AI knowledge and skills being restricted but improving with targeted training and hands-on experiences. Perceived utility, ease of use, social impact, and self-efficacy have all been proven to influence PSTs’ propensity to employ AI. The review also emphasizes PSTs’ favorable experiences using AI-based instruction, such as lesson planning, collaborative learning, and feedback/evaluation. However, issues and ethical concerns regarding data privacy, academic honesty, fairness, and the possible harmful impact on student learning were highlighted. The review recommends that teacher education institutes prioritize AI literacy development, address PSTs’ concerns, and incorporate ethical considerations into AI courses. The findings add to the expanding body of literature on AI integration in education, providing useful insights for defining teacher education practice and policy in the AI era.
Keywords: artificial intelligence, pre-service teachers, AI literacy, perceptions, attitudes

CITATION (APA)

Ponomarenko, E. B., Sergeeva, O. V., Zheltukhina, M. R., Baranova, K. M., Budkevich, R. L., & Melnik, M. V. (2026). Examining the use of artificial intelligence in pre-service teacher education. Contemporary Educational Technology, 18(2), ep650. https://doi.org/10.30935/cedtech/18458

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