Abstract
<p>Given the emerging challenges and opportunities of generative artificial intelligence (GenAI) in teacher education, this study designs, implements, and evaluates an integrated educational system aimed at enhancing the critical analysis skills of pre-service teachers. This qualitative case study was conducted with the participation of history and social science pre-service teachers at Farhangian University. Data documenting their experiences within an AI-assisted content analysis project was collected via team and individual evaluation forms and analyzed using the thematic analysis method. The findings revealed dual-layered technical and human challenges, alongside multifaceted technical, pedagogical, and soft skill learning outcomes. More importantly, the results demonstrated a dialectical relationship between challenge and learning, conceptualizing the role of AI as a "pedagogical assistant" that fosters transformative learning by deliberately engineering cognitive conflict. We conclude that the effectiveness of AI in teacher education depends on its integration into a meticulously structured educational system—one where challenges are systematically reframed as learning opportunities and technology serves as a catalyst for shaping the professional identity of innovative educators.</p>