Contemporary education is transforming, with artificial intelligence (AI) reshaping teaching and learning. As both a technological and pedagogical tool, AI highlights creativity as a key competence (Beghetto, 2023). In teacher education, creativity is linked to reflective practice and innovative learning design (Didziuliene et al., 2025). AI supports idea generation and personalized learning, fostering creativity, but its value depends on teachers’ critical and ethical use (Medel-Vera et al., 2025; Holmes et al., 2022). This qualitative study explores pre-service teachers’ perspectives on AI and creativity. Findings indicate that AI enhances idea generation, experimentation, and engagement, while emphasizing teacher agency and critical awareness, positioning AI as a pedagogical tool for fostering creativity.

Methodology. This qualitative study examined pre-service teachers’ perceptions of artificial intelligence (AI) in fostering creativity in teacher education. Data were collected through focus groups in Lithuania with pre-service teachers (n = 32), organised into four groups conducted face-to-face and online. Participants were purposively selected based on study stage and experience with digital technologies, including AI; some had teaching practice. Discussions were audio-recorded with informed consent, transcribed verbatim, and analysed using inductive thematic analysis (Braun & Clarke, 2006).

Research problem question: How do pre-service teachers perceive the role of artificial intelligence in fostering creativity in teacher education?

The purpose of this study is to explore the use of artificial intelligence in fostering creativity in teacher education from the perspectives of pre-service teachers.

The results indicate that creativity is central to pre-service teachers’ professional development, linked to reflection, collaboration, and adaptability. Artificial intelligence was perceived as both a pedagogical support and a challenge: while it enhances creativity through idea generation and experimentation, it requires critical and meaningful integration. The findings further suggest that fostering creativity through AI depends on teacher agency and pedagogical intentionality, supporting authentic rather than superficial creative processes.