A survey conducted among 128 early childhood education majors revealed high levels of both AI awareness and demand for AI integration in training, with scales demonstrating robust internal consistency (Cronbach’s α = 0,800–0,897). Significant differences across academic years were observed only in the frequency of AI usage and the perception of AI specifically within music education; conversely, general awareness and training needs remained relatively uniform across the cohorts. These findings suggest that while students maintain a positive attitude toward AI, their capacity to implement it within professional contexts remains inconsistent. Furthermore, while the use of AI for general learning has become prevalent, it does not yet fully reflect pedagogical competence or the ability to evaluate learning outcomes. Notably, challenges in AI utilization persist at a significant level and do not show a marked decrease as student progress through their seniority. This study highlights a distinct gap between perception and practice, emphasizing the necessity of integrating AI into teacher education through a competency-based, oriented, and systemically supported approach, rather than merely focusing on tool accessibility.