Navigating ai in China: Access, censorship, and trust among preservice teachers

This study aims to explore how preservice teachers at a Chinese Normal University perceive and engage with artificial intelligence (AI) tools, with particular attention to issues of access, censorship, and trust. Drawing on questionnaire responses from 50 sophomores and follow-up unstructured interviews with five participants, the research investigates students’ awareness and usage of both international platforms (e.g., ChatGPT) and Chinese-developed systems (e.g., Wenxin, Deepseek). The study further examines students’ perceptions of content differences across platforms, especially in politically sensitive contexts, and considers how these perceptions influence levels of trust in AI-generated information. Findings reveal that participants demonstrate a nuanced awareness of censorship and its implications, noting divergences in information quality and availability depending on platform origin. While many students acknowledge the educational potential of AI tools, they also express skepticism toward politically restricted outputs, underscoring how sociopolitical conditions shape digital trust. The results highlight that AI literacy plays a critical role not only in shaping preservice teachers’ trust in emerging technologies but also in guiding their future pedagogical choices. This research contributes to broader discussions of AI ethics and cross-cultural digital engagement, offering insights into how higher education in China can better prepare future educators to critically evaluate and responsibly integrate AI into their teaching practices.