This study aims to examine the strategies used by pre-service
teachers to promote the ethical use of Artificial Intelligence (AI)
in the classroom and the challenges they face in the teaching
process. This study uses a descriptive qualitative approach, and
the data were collected through semi-structured interviews
with five pre-service teachers. The data were analyzed using
Reflexive Thematic Analysis, following Braun and Clarke’s
framework and guided by the perspectives of AI-TPACK and
Teacher Agency frameworks. The results show that pre-service
teachers apply four main teaching strategies to encourage the
ethical use of AI in the classroom, including scaffolding
strategies, modelling strategies, assessment design, and critical
literacy. These strategies help students use AI as a learning
support tool rather than replacing their own thinking.
However, in implementing the strategies, pre-service teachers
face four main challenges, such as knowledge gaps,
institutional barriers, student resistance, and unclear
boundaries between acceptable language support and AIgenerated content. Overall, the findings highlight the need for
better preparation in AI literacy and AI ethics in teacher
education programs and emphasize the importance of
integrating ethical AI pedagogy into pre-service teacher
training