www.learningsummit.eu 17 their instruction through the open source/freeware AI-based and data visualization tools that do not require highly specialized computer skills, such as programming. A 10-item questionnaire, with multiple choice items on a 5-point Likert scale, was administered pre/post-training. Comparative analysis was employed to analyze the data. The results of the research indicate that HE teachers’ perception of using AI tools to personalize learning improved due to the training: they are more confident, more able to select appropriate AI tools based on their affordances and benefits, and in general, more capable to design customized learning activities using AI and data-based tool. The paper presents detailed results of the study, achieved in the framework of the Erasmus+ project LEAarning analytics and AI for personaliseD lEaRning [LeaderAI], funded by the European Commission. Exploring Pre-service Teachers’ Perspectives on Integrating Artificial Intelligence in Education Dimitris Panagou1, Konstantinos T. Kotsis2 and Georgios Stylos3 1. Laboratory of Teaching and Training Physics, Department of Primary Education, University of Ioannina, Ioannina, Greece 2. Laboratory of Teaching and Training Physics, Department of Primary Education, University of Ioannina, Ioannina, Greece 3. Laboratory of Teaching and Training Physics, Department of Primary Education, University of Ioannina, Ioannina, Greece Artificial intelligence is becoming increasingly important in our daily lives and will shortly play a determinant role in shaping the future of educational reform. Educators worldwide have integrated it into their daily routines due to its widespread adoption. This study's primary objective is to examine pre-service teachers' viewpoints currently enrolled in a Department of Primary Education regarding the significance of artificial intelligence (AI) within higher education settings. Using a quantitative descriptive technique, data were obtained from a convenience sample of freshman pre-service teachers. The participants in the study were chosen randomly to ensure a representative sample and minimize bias in the findings. Many pre-service teachers responded neutrally to questions about artificial intelligence (AI), indicating a potential lack of knowledge. On the other hand, many respondents showed optimism about the positive impact that AI-related technology is expected to have on different aspects of education, as evidenced by the findings. Furthermore, it was found that pre-service teachers felt that artificial intelligence may have several benefits. Still, it has several drawbacks, which positively and negatively affect instructional practices. In conclusion, it is recommended that pre-service teachers receive better training and support systems to effectively implement AI systems in their educational practices.
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