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The study analyses readiness to use AI technologies in educational practice and identifies perceived challenges. Qualitative, informative-descriptive research with interpretive/quantitative content analysis collected spring 2024 data from 112 university students via open-ended questions. Results show 57.7% feel insufficiently prepared due to limited knowledge, practical skills, and mistrust; concerns involve reliability, ethics, and learning quality, alongside educational, social, informational, and technological challenges.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/pre-service-preschool-and-primary-school-teachers-attitudes-on-artificial-intelligence-readiness-to-use-and-potential-challenges/585004/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/pre-service-preschool-and-primary-school-teachers-attitudes-on-artificial-intelligence-readiness-to-use-and-potential-challenges/585004.png","ImageObject",300,407,{"name":92,"@type":93},"Maya Linwood","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-20","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the research investigate about pre-service teachers and AI?","Question",{"text":112,"@type":113},"It examines pre-service preschool and primary school teachers’ readiness to use AI technologies in educational practice and the challenges they perceive.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the study conducted and what data were used?",{"text":117,"@type":113},"The study uses a qualitative methodology with informative-descriptive nature and interpretive/quantitative content analysis. 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Although the application ofAI in education is widely studied, specific studies related to preschool and primary education teacher preparation are rarer. The cognitive, emotional, and motor abilities of children up to 10-12 years require a special approach, so the integration ofAI must be careful and methodologically sound.  \nThe research aimed to analyse the readiness of pre-service preschool and primary schoolteachers to use artificial intelligence (AI) technologies in the educational process and to name the challenges they see. The research is based on qualitative methodology, and the nature of the research is informative-descriptive; interpretive/quantitative content analysis is applied. The data was collected in spring 2024 from 112 university students, using open-ended questions. The analysis revealed that 57.7 % of respondents feel insufficiently prepared to use AI, mainly due to lack of knowledge, practical skills, and technological mistrust. A third of the respondents show motivation to improve in this area, although real experience with AI is often limited to superficial use. In addition, a critical or cautious attitude toward AI emerged, regarding the concerns about the reliability, ethical implications, and the quality of learning. Challenges include educational (decreasing creativity and motivation), social and ethical (lack of communication, addiction), informational (inaccuracy, plagiarism), and technological aspects. Research results show the need to integrate the systematic development of AI competences into educational field studies, to strengthen the ethical and critical approach, and to create practical support measures to achieve a responsible and purposeful AI integration into both the study process and education in general. Keywords: artificial intelligence (AI), informative-descriptive study, pre-service preschool teachers, pre-service primary school teachers, qualitative research  \nIntroduction  \nIt is obvious that artificial intelligence (AI) is changing teaching/learning processes, so it is necessary to understand whether pre-service teachers are ready to integrate AI into educational practice. Improving professional development and teaching practice becomes extremely important. AI tools enable beginning teachers to engage in self-directed professional development by reflecting on their own learning, exploring innovative methodologies, and using a wide variety of resources. This promotes continuous pedagogical development and the ability to adapt to the latest technologies based on AI (Kohnke et al., 2025). Tomaskinova and Tomask (2024) suggest that tailor-  \n\n|  | [https://doi.org/10.33225/BalticSTE/2025.133](https://doi.org/10.33225/BalticSTE/2025.133) |\n| --- | --- |\n|  |  |\n|  |  |\n\nThis is an open access article under the  \nCreative Commons Attribution 4.0 International License  \nProceedings of the 6th International Baltic Symposium on Science and Technology Education, BalticSTE2025   \n134  \nmade workshops, continuing education, peer support, and ethical training are needed to enable teachers to effectively use artificial intelligence tools.  \nResearch shows (Aljemely, 2024) that many teachers do not have enough technical knowledge and digital skills to understand and effectively use artificial intelligence tools, which makes it difficult to apply them in teaching practice. It goes without saying that effective artificial intelligence teaching programmes must be adapted to differe","cbCaikDq0xt2Nspt","https://ap.wps.com/l/cbCaikDq0xt2Nspt","pdf",600331,13,"English","# Abstract\n# Introduction\n## Context and rationale for teacher readiness\n## Evidence from prior studies","[{\"question\":\"What does the research investigate about pre-service teachers and AI?\",\"answer\":\"It examines pre-service preschool and primary school teachers’ readiness to use AI technologies in educational practice and the challenges they perceive.\"},{\"question\":\"How was the study conducted and what data were used?\",\"answer\":\"The study uses a qualitative methodology with informative-descriptive nature and interpretive/quantitative content analysis. Data were collected in spring 2024 from 112 university students using open-ended questions.\"},{\"question\":\"What are the main reasons some respondents feel unprepared to use AI?\",\"answer\":\"57.7% report insufficient preparation, mainly due to lack of knowledge, practical skills, and technological mistrust.\"}]","Pre-service Preschool and Primary School Teachers’ Attitudes on Artificial Intelligence - Readiness to Use and Potential Challenges | PDF",1792053274,33]