Teacher Education in the Age of Artificial Intelligence: Preparing Pre-Service English Teachers for Generation Z at Farhangian University

The rapid expansion of artificial intelligence (AI) is transforming education and challenging teacher education systems to address emerging technological, pedagogical, and ethical demands. This study investigates how Farhangian University, Iran’s primary teacher education institution, prepares pre-service English teachers for AI integration, particularly in relation to the expectations and learning preferences of Generation Z. Using a mixed-methods design, data were collected from ۱۵۰ pre-service teachers through questionnaires, semi-structured interviews, and focus group discussions. The study extends recent Iranian scholarship by integrating the TPACK and SAMR frameworks with critical pedagogy to examine AI readiness within a centralized teacher education context. Findings indicate moderate levels of AI literacy and preparedness, alongside considerable variation in practical competencies across participants and academic levels. While respondents recognized AI’s potential to support personalized learning, adaptive feedback, and reduced administrative workload, qualitative data revealed persistent ethical concerns, contextual constraints, limited institutional support, and the need for stronger pedagogical agency. The analysis also identified shortcomings in technical proficiency, hands-on experience, and the effective integration of technological and pedagogical knowledge. The study recommends curriculum redesign, explicit ethical instruction, and context-specific professional development to promote ethically informed, practice-oriented AI training and better prepare Generation Z teachers for responsible AI use.Top of FormBottom of Form

کلیدواژه ها:

AI integration in teacher education ، ethical pedagogy ، pre-service English teachers ، TPACK framework