Artificial Intelligence (AI) has emerged as a transformative force in education, reshaping teaching methodologies, assessment practices, and learner engagement. While AI offers significant pedagogical benefits, it simultaneously raises ethical concerns such as data privacy, academic integrity, algorithmic bias, and over-dependence on technology. The present study examines the ethical preparedness of B.Ed. student teachers in relation to AI usage in educational contexts. Using a descriptive survey method, data were collected from 77 student teachers through a structured questionnaire. The findings reveal a high level of awareness regarding ethical issues; however, there exists a substantial gap in formal training and practical preparedness. The study highlights the discrepancy between conceptual understanding and real-world application, emphasizing the need for structured integration of AI ethics in teacher education programmes. The paper concludes with recommendations for curriculum reform, experiential training, and policy-level interventions to ensure responsible and value-based use of AI in education.
Artificial Intelligence, Ethical Preparedness, Teacher Education, AI Ethics, Digital Pedagogy, Educational Technology.
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