The objective of this article is to characterize the personal epistemological beliefs of prospective primary school teachers regarding their learning experiences through specific IA tools, offering insights into the sustainable integration of digital technologies in educational practices. The research is conducted in the form of a survey among a sample of mathematic prospective teachers in Morocco. The results of this study indicate that the beliefs of prospective teachers vary depending on the digital tool used. Prospective teachers state that the content posted on social networks and intelligent tutoring systems of trainers is understandable. They are willing to question content provided by IA chatbots, while a great number of subjects are inclined to question content published on intelligent tutoring systems and AI-integrated learning management systems. They fully accept ideas and content published on intelligent tutoring systems. They also state that they rely on experts rather than trusting a consensus of respondents regarding the given content. These epistemological tendencies highlight both opportunities and challenges for sustainably embedding digital tools in pedagogy, as reliance on expertise and selective underscores the need for alignment between prospective teachers’ epistemological beliefs and institutional strategies to foster responsible, critical, and sustainable adoption of digital tools in education.