The integration of Artificial Intelligence (AI) into the realm of education has emerged as a transformative force with the potential to reshape teaching practices and enhance learning outcomes. This conceptual paper delves into the multifaceted factors that influence the attitudes and intentions of pre-service teachers regarding the incorporation of AI technology in their future teaching endeavors. Drawing on the Unified Theory of Acceptance and Use of Technology (UTAUT) and the Technological Pedagogical Content Knowledge (TPACK) framework, this paper discusses the key components that shape pre-service teachers' perspectives on AI integration. By synthesizing these theoretical foundations, the paper aims to develop an integrated model, thereby offering a holistic perspective on the factors that influence pre-service teachers' attitudes and intentions in employing AI in their teaching practices. The insights and implications derived from this conceptual paper have the potential to inform teacher education programs and educational policymakers, ensuring the effective preparation of future educators to navigate AI-enhanced teaching environments. The study underscores the importance of addressing pre-service teachers' perspectives and concerns, ultimately fostering a seamless and productive integration of AI within the educational landscape.
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