<![CDATA[This study aims to describe the trends and patterns of Artificial Intelligence (AI) utilization in the Science Learning Development course among pre-service elementary school teachers at Universitas Jambi. This study employed a mixed-methods approach with a convergent parallel design. Data were collected through an online semi-structured questionnaire distributed to students. The findings indicate a high rate of AI adoption, with the majority of students intensively relying on large language model (LLM) platforms, although their interaction durations were relatively short. AI was predominantly utilized as a cognitive scaffold to simplify complex scientific concepts and formulate innovative practicum ideas. Regarding critical thinking, students demonstrated good scientific literacy awareness, as evidenced by their habit of cross-verifying AI-generated outputs with primary scientific literature. These findings indicate that AI serves as a positive catalyst for academic efficiency and the expansion of pedagogical ideas, while simultaneously posing challenges related to potential technological dependency. Therefore, ethical AI integration and the reinforcement of engagement with primary scientific sources are important to preserve the depth of analytical thinking among pre-service teachers. The appropriate use of AI should be accompanied by critical evaluation and verification of information to ensure that its utilization supports rather than replaces students’ analytical learning processes.]]>
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