<![CDATA[The rapid development of artificial intelligence (AI) has created new opportunities for improving teaching practices, particularly in classroom management and lesson planning. This study aims to examine pre-service English teachers’ perceptions of AI in classroom management and investigate the extent to which AI technologies are used in lesson planning. A qualitative research approach was employed to explore participants’ experiences, perceptions, benefits, challenges, and recommendations regarding AI-supported teaching. Data were collected through a semi-structured questionnaire consisting of open-ended questions and were analyzed thematically by identifying recurring patterns related to AI perceptions, experiences, applications, benefits, and challenges. The findings reveal that participants generally held positive perceptions of AI and viewed it as a useful tool for improving teaching efficiency, supporting classroom management, generating instructional materials, designing assessments, and providing personalized learning opportunities. AI was also perceived as useful for brainstorming lesson ideas, locating and adapting resources, developing differentiated materials, and creating engaging learning activities. However, the extent of AI use varied among participants. Some actively integrated AI tools into their teaching practices, whereas others remained cautious or had limited experience. Participants identified several challenges, including data privacy, algorithmic bias, accuracy and reliability of AI-generated feedback, reduced teacher–student interaction, and the risk of overreliance on technology. They also emphasized the importance of maintaining teacher autonomy and professional judgment. The study concludes that AI has considerable potential to support English language education when used responsibly and ethically. Continuous professional development, practical training, institutional support, and critical evaluation of AI-generated content are necessary to ensure that AI complements rather than replaces teachers’ pedagogical expertise and human interaction.]]>
