Prompting the Future: The Perception of Pre-Service Teachers on the Use of Artificial Intelligence (AI) in Creative Writing

Abstract

The rapid integration of Artificial Intelligence (AI) in educational contexts has reshaped writing instruction, raising critical questions about authenticity, creativity, and academic integrity—particularly in Creative Writing courses. This study examined the perceptions of pre-service English teachers at De La Salle University–Dasmariñas regarding the use of AI in creative writing and their ability to distinguish AI-generated text from human-written work. Using a quantitative-descriptive design with qualitative components, data were gathered through an online survey consisting of Likert-scale items and open-ended questions administered to third- and fourth-year Bachelor of Secondary Education majors in English. Quantitative data were analyzed using descriptive statistics, while qualitative responses underwent thematic analysis. Findings revealed that respondents moderately agreed on their reliance on creativity, originality, sentence structure, diction, and coherence as indicators for identifying AI-generated texts, yet remained neutral about their overall accuracy in distinguishing AI from human writing. While AI was acknowledged as useful for prewriting, revision, and instructional support, participants expressed ethical concerns regarding cognitive dependency, loss of human essence, and erosion of authentic voice in student writing. Qualitative findings emphasized the importance of controlled AI integration, onsite writing assessments, transparency through AI disclosure, and scaffolded pedagogical use. The study concludes that AI should function as a supportive tool rather than a replacement for human creativity, underscoring the need for clear instructional guidelines and curriculum adjustments in teacher education programs.