This research project which followed the key principles and tools of constuctivist Grouned Theory (Charmaz, 2006) explored how student teachers following the Master in Teaching and Learning (MTL) programme of the Faculty of Education, University of Malta, integrate technology and artificial intelligence (AI) in their teaching practice. Using a qualitative research design, grounded theory (GT), the study investigated the students’ motivations, challenges, and perceived benefits. Following the norms and good practices of GT, data was collected through semi-structured interviews, and data was analysed systematicall and iteratively. This data provided insights into the students’ use of technology and AI in the preservice teachers pedagogical approaches. Key findings included the potential of AI tools to enhance teaching efficiency by addressing individual learning needs to foster student engagement and belongingness. Through the investigation, the researcher makes recommendations for the MTL teacher education programs. These recommendations will equip pre-service teachers with the necessary skills for effective technology integration, namely AI, now and in the future. By addressing the technical and pedagogical skills required for effective technology and AI integration, the findings will improve future iterations of the MTL and similar preservice teacher-education programs. The study concludes that well-prepared teachers play a pivotal role in significantly improving student learning outcomes. These improvements have the potential to benefit society by creating a more adaptable and skilled workforce, promoting lifelong learning, and addressing educational inequities.

Keywords: Technology-enhanced education, AI in education, pre-service teacher education, transformative approach, Grounded Theory.