Vol. 7, Issue 2, Part D (2025)

As artificial intelligence (AI) continues to reshape the education sector and the future workforce, preparing educators to effectively integrate AI into their teaching practices has become a critical priority. This study investigates the readiness, awareness, and perceptions of pre service teachers toward AI, focusing on students enrolled in the Bachelor of Education (B.Ed.) program at Spicer Adventist University, Pune. Using a quantitative research design, data were collected via a structured 14-question survey administered through Google Forms. The results, based on responses from 65 participants, reveal a high level of general awareness about AI, particularly tools like ChatGPT, but a limited understanding of its broader applications and ethical implications. Although most respondents viewed AI positively-as a means to personalize learning and reduce teacher workload-only a minority felt adequately supported or trained by their current teacher education programs. Statistical analysis showed weak positive correlations between AI exposure and perceived benefits, suggesting that simple exposure alone is insufficient to shift perceptions or build competence. The main barriers to AI adoption included lack of access to tools and insufficient training, rather than ideological resistance. Participants expressed a strong preference for practical, hands-on learning experiences, indicating a need for more structured, skills-based AI training within teacher education curricula. The findings underscore an urgent need for educational reforms that integrate AI literacy and ethical awareness into preservice teacher training, preparing future educators not only to use AI effectively but also to guide AI-literate students in an evolving workforce landscape. The study concludes by proposing directions for curriculum design, policy recommendations, and future research to bridge existing gaps in AI preparedness among educators.