Artificial Intelligence has the power to change and transform almost all aspects of our lives. As part of a broader initiative to bridge the gap in AI integration within education, investigating teacher education students’ acceptance towards AI is important. This cross-sectional descriptive survey investigated the acceptance of Artificial Intelligence (AI) in education among prospective teachers from the Bachelor of Culture and Arts Education (BCAED) and Bachelor of Secondary Education majoring in Social Studies (BSED SS) programs at a state university in the southwestern Philippines. The Acceptance of Artificial Intelligence Scale assessed dimensions such as Perceived Usefulness, Perceived Ease of Use, AI Self-Efficacy, AI Anxiety, Perceived Enjoyment, Subjective Norm, Job Relevance, and Behavioral Intention. Results showed a generally positive attitude, with most respondents rating AI as “Moderately Acceptable” to “Much Acceptable.” Independent-samples t-tests and one-way ANOVA revealed no significant differences in acceptance levels based on gender, program affiliation, or family income cluster. These findings suggest a collective readiness among prospective teachers to embrace AI technologies, regardless of demographic characteristics. Implications highlight the potential for implementing AI initiatives without tailored approaches based on gender, income, or program affiliation. However, factors like access to technology and digital literacy should be considered. By fostering an environment that supports AI integration, prospective teachers can be better equipped to utilize these tools effectively in their future classrooms, enhancing teaching and learning experiences.