Purpose The purpose of this study is to analyze the impact of individual variables related tocreativity (creative identity, creative self-efficacy) and AI utilization (AI teaching efficacy,intrinsic value of AI-based learning) on the intention of pre-service teachers to adopt AI in theirteaching. Methods For this purpose, an online survey was conducted among pre-service teachersattending four-year universities nationwide, with 278 participants in total. Data analysis wasconducted using Jamovi 2.4 program, including frequency analysis, reliability analysis,correlation analysis, and multiple regression analysis. Results The analysis revealed that, firstly,among the variables related to creativity, creative identity significantly influenced the intentionto adopt AI in education, while creative self-efficacy did not have a significant impact. Secondly,both AI teaching efficacy and the intrinsic value of AI-based learning were found to significantlyaffect the intention to adopt AI in education. Conclusion This study suggests strategies toenhance the intention and actual adoption of AI in teaching among pre-service teachers andhighlights the importance of identifying factors that can facilitate the successful integration andutilization of AI technology in real educational settings.