Fostering AI Literacy in Schools: An Analysis of Pre-service Teachers’ Perceptions of AI Literacy in Initial Training

Abstract

The integration of Artificial Intelligence (AI) in education prompts the need for an AI literacy program for pre-service teachers, essential for the ethical implementation of these technologies in early education. This study investigates pre-service teachers' perceptions, attitudes, and perceived challenges regarding the integration of AI literacy within kindergarten and primary school settings. Employing a qualitative approach, data were gathered from 51 university students following a training module at the University of Verona. Analysis involved inductive content analysis of open-ended reflections. Respondents identified a lack of basic skills and, indeed, the key role of AI literacy training path for an effective integration of AI in classes. Besides this, they highlighted the need to develop a critical awareness that allows them to promote a responsible and critical use of this tool. Finally, they note that ethical principles and practical actions are core elements of relevant guidelines. In conclusion, the study shows pre-service teachers are developing a human-centred approach to AI. However, transitioning these "directional hypotheses" into classroom reality requires institutional support that empowers teachers as active agents of curricular innovation.