The article analyzes the pedagogical consequences of the introduction of artificial intelligence (AI) and neural networks in the process of training future teachers. The aim of the study is to provide an empirical description of how AI technologies affect professional development, methodological competencies, ethical responsibility, and a sense of professional autonomy for future teachers. The study was conducted using the example of future teachers from one university; During their studies, students used AI for practical purposes such as differentiating assignments, providing personalized feedback, softening assessment language, and developing inclusive learning scenarios. The results showed that AI acts not just as a technical tool, but as a “pedagogical mediator”: the student begins to feel like not just a performer, but a lesson designer and organizer of the learning environment. However, this effect is not limited to technological competence and is determined by ethical criteria: academic integrity, confidentiality of student data, feedback language without prejudice, responsible ownership. The study also showed the importance of the digital inequality factor: the availability of AI, proficiency in the language interface (Kazakh/Russian/English) and the level of their own digital confidence create differences in the professional autonomy of future teachers. As a practical suggestion, the authors propose to include special modules in teacher training programs (ethical feedback, differentiation through AI, contextual adaptation, and data security). Thus, AI is not a substitute mechanism for a teacher; it can be a tool for the rapid formation of a professional, ethical and inclusive teacher if he is taught responsibly and with the principle of equal access