Generative AI acceptance among future educators: personality and behavioral insights

Abstract

Abstract This study examines the acceptance, behaviors and perceptions of Generative Artificial Intelligence (Gen-AI) technologies among pre-service teachers, including the role of Big Five personality traits in shaping attitudes and behaviors. Using a mixed-methods approach, data were collected from 476 teacher candidates via the Generative AI Acceptance Scale, the Ten-Item Big Five Personality Inventory, questionnaire and focus group interviews. Results indicate a moderate acceptance of Gen-AI, with significant differences observed between personalities: future teachers characterized by more agreeableness, conscientiousness and openness to experience exhibited higher Gen-AI acceptance across all sub-dimensions. While text-generation tools were widely used for academic purposes, creative applications remained rare. Participants expressed mixed emotions—ranging from enhanced productivity and empowerment to concerns about over-dependency and reduced critical thinking skills. These findings reveal critical gaps in Gen-AI literacy and underscore the necessity for targeted professional development programs emphasizing ethical and effective use. The study offers actionable strategies for educators and policymakers to harness the transformative potential of Gen-AI while mitigating risks, thereby preparing future teachers to integrate Gen-AI responsibly and innovatively into their pedagogical practices.

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