Published Paper Details:

The rapid advancement of Artificial Intelligence (AI) has transformed the teaching-learning process from traditional teacher-centered approaches to technology-integrated, learner-centered methods. This study explores the AI readiness and ethical attitudes of B.Ed. trainees, focusing on their awareness, confidence, and moral responsibility in integrating AI into educational practices. A descriptive survey design was employed, involving 51 randomly selected teacher trainees. Data were analyzed using statistical tools such as mean, frequency, and range. The findings revealed a moderate level of AI literacy (mean = 2.44), indicating limited conceptual understanding and technical competence. However, trainees exhibited strong AI readiness and highly positive ethical attitudes, reflecting enthusiasm toward adopting AI tools responsibly. Postgraduate and science-stream trainees demonstrated higher AI literacy and readiness compared to their graduate and arts counterparts, though ethical awareness remained high across all groups. The study emphasizes the importance of incorporating structured AI training, workshops, and practical exposure into teacher education curricula. It concludes that while B.Ed. trainees possess commendable ethical sensitivity and willingness to adopt AI, their limited technical proficiency necessitates targeted interventions to enhance AI literacy and techno-pedagogical competence. Strengthening experiential learning and ethical digital education is essential for preparing future educators to effectively and responsibly integrate AI in teaching and learning environments.