AI Shaming Among Teacher Education Students: A Reflection on Acceptance and Identity in the Age of Generative Tools
Pitfalls of AI Integration in Education: Skill Obsolescence, Misuse, and Bias
(2025), pp. 95-118
Dharel P. Acut
a
,
Eliza V. Gamusa
b
,
Johannes Pernaa
c
,
Chokchai Yuenyong
d
,
Anabelle T. Pantaleon
a
,
Raymond C. Espina
a
,
Mary Jane C. Sim
a
,
Manuel B. Garcia
e
a Cebu Technological University, Philippines
b Northwest Samar State University, Philippines
c University of Helsinki, Finland
d Khon Kaen University, Thailand
e FEU Institute of Technology, Philippines
Abstract: As generative AI tools become increasingly integrated into educational practice, its use among pre-service teachers is often accompanied by hesitation and discomfort. This chapter examines the phenomenon of AI shaming among teacher education students—the stigma and reluctance to disclose AI tool use due to perceived threats to academic authenticity. Drawing on classroom insights and student reflections, it explores how social norms, institutional pressures, and identity formation shape this behavior. These experiences reveal the deep tension between embracing technological innovation and maintaining traditional standards of academic merit. The chapter highlights the implications for digital literacy, professional development, and ethical technology integration. It calls for a shift in narrative, framing AI not as a shortcut but as a tool for innovation. Actionable strategies for educators and institutions are proposed to foster open, reflective, and supportive environments for responsible AI use in teacher education.