an investigation from perceptions, capabilities, and teachers’ identity changes Guan, Lihang creator Zhang, Yue Gu, Mingyue Michelle text Amsterdam Elsevier B.V. 2025 continuing eng Abstract : Artificial intelligence (AI) has provided numerous learning benefits due to and beyond its personalization capabilities. AI significantly alters the interaction dynamics among students, teachers, and technology, necessitating the collaborative integration of AI in education instead of mere mechanical use. This study investigates pre-service teachers' perceptions and capabilities within the framework of social cognitive theory, focusing on their attitudes, intentions, self-efficacy, and AI literacy for effective AI integration. We discuss how these perceptions and capabilities help pre-service teachers prepare for the changing identities of being a teacher in AI-integrated education. Thematic analysis of qualitative interviews with a sample of 24 pre-service teachers suggests that (1) these pre-service teachers only use AI when warranted, (2) they need more understanding regarding AI fundamentals and ethics for AI's integration into education, and (3) they mechanically view AI as a tool to be utilized, rather than a dynamic collaborator in education. The findings indicate a need for more awareness of the possible changes in teachers' functions and roles in collaborative AI-integrated education, leading to specific teacher-training demands that aid them in success in AI-integrated education. Lihang Guan, Yue Zhang and Mingyue Michelle Gu. Includes bibliographical references. Artificial Intelligence AI-Integrated K-12 education Social cognitive theory AI literacy AI-Powered educational reformation Teacher's roles and identities Confucius culture Pre-service teachers AI fundamentals Pre-service teachers preparedness Journal Article {Open Access) , volume 8, June 2025. 2666-920X https://www.sciencedirect.com/science/article/pii/S2666920X24001449 https://www.sciencedirect.com/science/article/pii/S2666920X24001449 250314 20250328025644.0