Generative AI in Teacher Education: Educators’ Perspectives, Practices, and Challenges in Higher Education

Abstract

The rapid development of generative artificial intelligence (GenAI) has significantly reshaped pedagogical practices in higher education, especially in teacher education programs. The qualitative phenomenological research design focuses on the views, practices, and issues of teacher educators regarding the use of GenAI in the teaching of teachers in higher education in Pakistan. For data collection, semi-structured interviews were conducted with 10 teacher educators purposively selected from public-sector universities. Thematic analysis was used to analyze the data. Five major themes were developed, including supportive role, cautious optimism, pedagogical practices, ethical concerns, and institutional gaps. The participants perceived GenAI as a supporting teaching tool that enhances instructional design, assessment, feedback, and educational work, while at the same time placing greater emphasis on the long-term significance of human judgment and moral responsibility. Regarding academic integrity, learner dependency, data privacy, and the lack of clear institutional policies, participants expressed concerns about emerging instructional uses of GenAI, despite reporting cautious optimism and instructional applications. The study also found inadequate institutional support, manifested in a lack of professional development and poor infrastructure. The results suggest that an efficient and responsible application of GenAI in teacher education requires effective policy frameworks, ongoing professional development, and implementation strategies grounded in pedagogical principles to equip future educators for AI-driven educational settings.