In the context of rapid digital transformation, artificial intelligence (AI) has become an increasingly important tool in higher education (HE), particularly in teacher training institutions responsible for preparing future educators. However, the successful integration of AI depends largely on learners’ acceptance and intention to use this technology. Empirical evidence on AI acceptance among pre-service (PS) teachers in developing countries, including Vietnam, remains limited. This study investigates PS’ acceptance of AI and the factors influencing their intention to use AI (INU) in learning and research contexts in Vietnam. Grounded in the Technology Acceptance Model and the Unified Theory of Acceptance and Use of Technology, a quantitative cross-sectional survey was conducted with 536 PS from pedagogical universities. Data were analyzed using partial least squares structural equation modeling (PLS-SEM). The results indicate that Vietnamese PS generally hold positive perceptions of AI-assisted learning. Perceived usefulness (PU) emerged as the strongest determinant of INU, while perceived ease of use, learning experience, and social influence significantly influenced PU. Notably, perceived barriers to AI use (BAR) showed a significant positive relationship with intention to use AI, suggesting that higher awareness of ethical, pedagogical, and practical challenges reflects critical and responsible engagement with AI rather than resistance to adoption. Overall, the proposed model demonstrated satisfactory explanatory power. These findings provide empirical evidence from the Vietnamese teacher education context and offer practical implications for designing pedagogically grounded and sustainable AI integration strategies in HE.
Hong et al. (Tue,) studied this question.