<![CDATA[The integration of artificial intelligence (AI) into teacher education is rapidly transforming reflective practice by offering scalable, personalized tools to support professional learning. Reflective journaling, a core activity in teacher preparation, can be enhanced through AI-driven platforms that provide real-time feedback, adaptive prompts, and metacognitive scaffolding. This study examined the impact of AI-powered reflective journals on reflective thinking, instructional self-efficacy, and pedagogical adaptability among pre-service teachers. A sequential explanatory mixed-methods design was employed with 80 male Iranian pre-service teachers, randomly assigned to an experimental group (n = 40) and a control group (n = 40). Over a 10-week intervention, the experimental group engaged in structured AI-supported journaling, while the control group maintained traditional, unstructured pen-and-paper journals. Pre- and post-test data were collected using validated instruments measuring the three targeted constructs. Independent samples t-tests confirmed group equivalency at baseline. ANCOVA results revealed statistically significant post-intervention improvements in the experimental group for reflective thinking (F = 10.49, p < .001, η² = .12), instructional self-efficacy (F = 14.38, p < .001, η² = .16), and pedagogical adaptability. Thematic analysis of semi-structured interviews supported the quantitative findings, with participants reporting that AI-generated feedback facilitated deeper self-reflection, strengthened instructional confidence, and fostered adaptability to diverse learner needs. These findings highlight the potential of AI-mediated reflective tools to enhance core professional competencies in teacher education.]]>
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