Attitudes toward Artificial Intelligence in teacher education: tensions between pedagogical utility and ethical concern in southern Sonora.

Abstract

This study examines attitudes toward Artificial Intelligence (AI) among pre-service teachers from Normal Schools and the National Pedagogical University in southern Sonora, Mexico. Using a quantitative, non-experimental, cross-sectional descriptive design, a sample of 497 students was analyzed through the AIAS scale. The instrument showed excellent internal consistency (α = 0.912). Results indicate a favorable perception of AI’s pedagogical usefulness (M = 3.94), along with high ethical concerns regarding technological dependence (M = 3.95) and academic plagiarism (M = 3.90). Strengthening AI literacy in initial teacher education programs is recommended.