Abstract

This study investigated pre-service teachers' preparedness for integrating artificial intelligence (AI) tools in teaching across Colleges of Education in Bauchi State. Three research objectives and three corresponding research questions guided the study. The descriptive survey research design was adopted. The population comprised all 356 NCE III pre-service teachers offering educationrelated courses in the three Colleges of Education in Bauchi State. Using Krejcie and Morgan's table for sample size determination, a sample of 186 pre-service teachers was selected to participate in the study. A structured questionnaire titled "Pre-Service Teachers' Awareness and Knowledge for AI Integration Questionnaire (PTAAIQ)" served as the main instrument for data collection in the study. The instrument was validated by experts in educational technology and measurement and evaluation. Data collected were analyzed using mean and standard deviation with the aid of SPSS version 23. Findings revealed that pre-service teachers demonstrated a high level of awareness of common AI tools for teaching. However, their knowledge of AI functionalities and pedagogical uses was found to be moderate. The study further showed that preservice teachers possessed low practical competence in using AI-based educational tools due to limited hands-on experience. The study concludes that although awareness of AI is relatively high, insufficient knowledge depth and weak practical skills limit effective integration into classroom instruction. It is recommended that Colleges of Education provide structured AI literacy courses, expand opportunities for hands-on practical training, and equip institutions with relevant AIsupported technologies to enhance pre-service teachers' preparedness for AI-driven teaching. Keywords: Artificial Intelligence (AI); Pre-service Teachers; Awareness; Knowledge; Practical Competence; AI Integration.

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