The advent of Generative Artificial Intelligence (GenAI) in education presents opportunities, but it also raises ethical and pedagogical challenges.
In this context, it is imperative to comprehend how pre-service teachers perceive this technology.
The present study analysed the self-perception of 174 pre-service teachers regarding the application of GenAI in education. Seven dimensions (Familiarity, Relevance, Practical Skills, Barriers, Confidence, Ethical-Social Impact, and Expectations) were measured in relation to GenAI. In addition, the usefulness of ChatGPT as a tool for designing Learning Situations (LSs) was assessed after a training experience with this system. Descriptive statistics and Spearman correlations were calculated, and a network of correlations between the seven dimensions was visualised. Differences between degrees were also explored.
The findings indicated medium-to-high levels of self-perception, suggesting a very positive evaluation of ChatGPT's usefulness and a high level of satisfaction with its use. Confidence emerged as a central node in the correlation network, exhibiting close associations with Relevance, Barriers, Ethical-social impact, and Expectations.
This underscores its pivotal role in the adoption of these technologies. Similarly, most participants adopted a critical stance towards GenAI, checking the responses generated by ChatGPT rather than passively accepting them.
In conclusion, while there is a favourable attitude towards integrating GenAI into education, future teachers demand specific training to use it pedagogically and express concern about the ethical implications of such integration.
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How to Cite: Pinto-Llorente, A. M., Izquierdo-Álvarez, V., & Dolcet-Negre, M. M. (2026). Self-perception and usefulness of generative artificial intelligence among pre-service teachers. RIED-Revista Iberoamericana de Educación a Distancia, 29(1), 111–132. https://doi.org/10.5944/ried.45480
