Abstract
<jats:p>The rapid expansion of generative artificial intelligence (GAI) tools is transforming educational material development processes. This study examines the anxiety and acceptance levels of Special Education and Turkish pre-service teachers regarding the pedagogical use of GAI. Employing a mixed-methods, single-group pre-test/post-test design, 82 participants completed an eight-week structured GAI training. Data were collected through validated anxiety and acceptance scales and semi-structured interviews. Quantitative findings revealed no statistically significant change in overall anxiety or acceptance levels. However, a significant decrease was observed in job replacement anxiety, while effort expectancy showed a meaningful shift after training. Qualitative results indicated that participants adopted a cautiously optimistic stance, recognizing efficiency and productivity benefits while expressing ethical and professional concerns. Overall, pre-service teachers positioned GAI as a supportive instructional tool rather than a substitute for the human-centered nature of teaching.</jats:p>