Integrating artificial intelligence (AI) into education is being given increasing importance nowadays. It has been reshaping teaching and learning, as AI-powered tools are transforming the landscape of lesson planning and classroom engagement, as well as feedback provision. The extent to which future and in-practice teachers are aware of and prepared to employ these technologies, however, is still uncertain. This study seeks to address this gap by exploring the awareness and perceptions of teacher trainees towards the integration of ChatGPT in educational settings. Results obtained from a mixed-methods study combining a questionnaire and focus group interviews reveal the level of familiarity teacher trainees have with ChatGPT, their views on its benefits, and the potential challenges of its application in teaching. The findings highlight varying levels of awareness and engagement with AI, as well as concerns regarding its accuracy, ethics, and the risk of student dependency on technology. This study contributes to the ongoing discourse surrounding the use of AI in education by mapping the perceptions of future teachers and identifying areas for further training and implementation.

Keywords: AI, education, teacher trainees, questionnaire, focus group interview.