Exploring Student Teachers’ Perceptions of Artificial Intelligence Adoption: Fears and Hopes

The integration of Artificial Intelligence (AI) into the teaching–learning process has brought about significant transformations. Student teachers’ perceptions toward AI-based educational technologies can profoundly influence their future implementation of these tools and the learning outcomes of their students. Therefore, examining their views on AI adoption is essential. This qualitative, exploratory study aimed to analyze the perceptions of student teachers regarding AI adoption. The target population consisted of student teachers at Farhangian University in Zanjan Province. Through purposive sampling, 21 participants were interviewed until data saturation was achieved. The interviews were analyzed using thematic analysis, resulting in the identification of 11 main themes. Data trustworthiness was ensured via participant and peer review. A total of 120 initial codes were identified-61 related to fears and 59 to hopes concerning AI adoption. The extracted fears were categorized into six themes: teaching–learning domain, ethical issues, individual skills and characteristics, higher authorities, financial–infrastructural issues, and digital divide. The hopes were categorized into five themes: teaching–learning domains, management, planning, organization, and supervision. Consequently, AI possesses transformative potential for the educational system and can fulfill multiple roles that simultaneously evoke hope and apprehension among student teachers. Therefore, the findings can assist policymakers, educational planners, and Farhangian University in preparing future teachers for intelligent, critical, and human-centered interaction with emerging technologies by designing targeted training courses, establishing ethical frameworks, and providing practical learning environments.