Examining the Increase of AI Tool usage among pre-service teachers: a comparative analysis of spring 2024 and spring 2025 results

Abstract

AI tool usage has increased significantly in the past few years, but very few researchers have used cross-sectional surveys to measure the increase. This study sought to evaluate the extent to which the frequency of AI tool usage has increased among first-year pre-service teachers at a rural public university in Ontario, Canada. Data were collected in the spring of 2024 and the spring of 2025 through a self-report survey. A concurrent embedded mixed-methods design was used with a sample size of 158 participants. Findings indicate that there was a 57% increase year-over-year in AI tool use, going from 54% in 2024 to 85% in 2025. Further statistical analysis indicated a correlation between gender and AI tool use, with a greater percentage of females adopting these tools. The qualitative findings revealed various themes, including using AI tools for idea generation and editing, as well as the negative stigma associated with its use. These findings underscore the importance of policymakers adopting new strategies to address AI tool use in teacher education programs, with the hope of sufficiently preparing pre-service teachers to teach in this new digital era. Keywords: AI tool use, mixed-methods research, pre-service teachers (PSTs), gender differences, frequency of use