Cognitive Representations of Generative AI among Pre-Service Teachers: A Phenomenological Study in a Teacher Education College in Karachi

The rapid integration of Generative Artificial Intelligence (GAI) in education has significantly influenced how future educators perceive teaching, learning, and professional practice. This phenomenological case study explores the cognitive representations of Generative AI among pre-service teachers enrolled in a public sector teacher education college in Karachi, Pakistan. Semi-structured interviews were conducted with 26 pre-service teachers, and the data were analysed thematically to capture participants’ lived experiences, metaphors, and meaning-making processes related to Generative AI. The findings reveal that pre-service teachers cognitively represent Generative AI through humanised metaphors such as a helping hand, teacher, friend, and guide, reflecting its perceived supportive and facilitative role in learning and academic work. At the same time, participants expressed concerns regarding over-dependence, cognitive decline, reduced creativity, and the potential weakening of critical thinking skills. The study further highlights a conditionally optimistic outlook toward the future of education, with participants emphasizing that the benefits of Generative AI are contingent upon ethical, balanced, and reflective use. These findings underscore the need for teacher education programs to integrate critical AI literacy, ethical awareness, and reflective pedagogical practices to support responsible and meaningful engagement with Generative AI.