<![CDATA[This study analyzes educators' attitudes and reflections towards the use of AI, particularly ChatGPT, together with interactive visual design in teacher education. The urgency of this research stems from the growing demand for digital transformation in professional teacher development and the need to actualize ASN (BerAKHLAK) values in the era of technological disruption. A mixed-method approach with an explanatory sequential design was employed. Quantitative data were collected from 2,072 respondents, including teachers, principals, and education staff in South Sumatra Province, through an online questionnaire assessing the need and perceived effectiveness of interactive digital learning assets. A limited trial was then conducted with 120 respondents using the GPT prototype “South Sumatra BGTK Learner.” Quantitative data were analyzed through descriptive statistics to identify general patterns, while qualitative data from observations, reflective notes, and documentation were thematically analyzed for deeper interpretation. The findings indicate that most respondents showed positive acceptance of AI-driven innovations, citing benefits in motivation, efficiency, and material relevance. Teachers’ reflections highlighted ChatGPT’s role in designing questions, generating ideas, and providing adaptive feedback, while Canva as an interactive visual tool enhanced engagement and supported microlearning practices. Challenges included unequal digital literacy, unstable internet connectivity, and ethical concerns regarding technology dependence. This study confirms the novelty of integrating AI-based virtual tutors and interactive visual media in Indonesian teacher training and suggests implications for strengthening digital literacy, developing ethical guidelines, and establishing inclusive policies to ensure sustainable adoption of educational technologies.]]>
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