Abstract

This study explores the perceptions and AI teaching efficacy of pre-service teachers (PSTs) at a Chinese university. The results indicated that PSTsʼ understanding of AI education and its application was low; however, their awareness of interest and necessity was high. There was a high demand for AI-based education, with differences according to major and grade level. Finally, among the factors of AI teaching efficacy, personal teaching efficacy and interaction with AI were low, whereas expectations for AI concept recognition and teaching results were high. The prior AI-related educational experience of PSTs affected positive perceptions of AI education, thus providing an appropriate AI curriculum for PSTsʼ majors, and grade-specific education was necessary to improve AI teaching efficacy. The results of this study can be used as basic data for preparing AI-related teacher education programs for various majors in higher education.