Perceptions and Challenges of Using Generative AI in Education

A Study with Future Teachers

Abstract

This study explores the perceptions and challenges related to the use of Generative Artificial Intelligence (GenAI) in education, with particular emphasis on the preparation of future mathematics teachers. Motivated by the need to understand how pre-service teachers perceive and plan to integrate these emerging technologies into their pedagogical practice, the qualitative research drew on theoretical frameworks in teacher education and educational technology, employing structured questionnaires administered to 70 undergraduate students. Although qualitative inquiry constituted the central axis, descriptive statistical analysis was incorporated to quantify the frequency of emergent categories, resulting in a mixed-methods design. The findings reveal a broadly positive perception of GenAI’s potential to personalise learning, support the creation of instructional materials, and provide immediate feedback. However, challenges were noted, including limited technical knowledge, tool complexity, and ethical concerns about technological dependence and possible interference with students’ critical development. The study contributes to understanding the emerging role of GenAI in teacher education and recommends further research to deepen knowledge of its effective impact on teaching.