<![CDATA[The rapid emergence of Artificial Intelligence (AI) in education offers new opportunities for improving instructional quality in biology classrooms. However, the effective use of AI tools requires preservice teachers to possess strong Technological Pedagogical and Content Knowledge (TPACK). Previous studies have highlighted that many teacher education programs have not fully integrated AI literacy into TPACK development, resulting in limited understanding of how well TPACK predicts students’ readiness for AI-based learning. This study addresses this gap by examining the relationship between TPACK competence and AI readiness among biology education students. Using a quantitative correlational approach, data were collected from 72 preservice biology teachers through validated questionnaires measuring TPACK components and AI readiness indicators. The findings reveal a strong positive correlation (r = 0.648, p < 0.01), indicating that higher integrated TPACK is associated with greater readiness to engage with AI-supported learning environments. These results underscore the need for teacher education programs to strengthen AI literacy, reflective pedagogy, and technology integration skills to prepare future biology teachers for responsible and effective AI use in the classroom.]]>
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