This paper investigates the opportunities and challenges experienced by pre-service teachers when using artificial intelligence (AI) tools to support curriculum practice. Drawing on Architecture Theory, the study conceptualises AI as a designed element within the structure of teacher education one that can either enable or disrupt curriculum coherence depending on how it is accessed and applied. Using data from a group discussion with eight purposively selected pre-service teachers, the qualitative study identifies key enablers such as increased access to knowledge, personalised planning support, and time-saving efficiencies. At the same time, participants highlighted significant barriers including limited AI literacy, occasional content inaccuracies, and over-reliance on AI for pedagogical decisions. The findings suggest that while AI offers powerful curriculum support, its value is determined by the quality of integration and the digital readiness of both students and institutions. The paper argues for a balanced, critical engagement with AI in teacher education, one that supports innovation while reinforcing the importance of human judgement, contextual responsiveness, and ethical awareness. Recommendations are offered for developing training frameworks that promote responsible and reflective AI use in the preparation of future teachers.

Keywords: Artificial Intelligence, Pre-service teachers, Curriculum practice, Architecture Theory, Teacher education.