The rapid proliferation of generative artificial intelligence (GenAI) tools, such as large language models (LLMs), presents both unprecedented opportunities and significant challenges for the educational landscape. As these technologies become increasingly accessible, understanding the perceptions of future educators is crucial for effectively integrating GenAI into pedagogical practices and curriculum design. This article explores the nuanced views of undergraduate and master's-level teacher candidates regarding the benefits, challenges, ethical implications, and preparedness for utilizing GenAI in their prospective teaching careers. Drawing upon existing literature, this conceptual study outlines a framework for examining these perceptions, hypothesizing that while future teachers recognize the potential of GenAI for personalized learning and administrative tasks, they also express concerns about academic integrity, the potential for over-reliance, and the necessity for robust training. The insights garnered from such an exploration are vital for shaping teacher education programs, developing appropriate policies, and fostering a generation of educators equipped to navigate the evolving digital learning environment.

Generative AI, artificial intelligence, education

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