This chapter explores the inquiry-informed reflective approaches used in teacher preparation within the changing sociocultural context of the Turkish higher education system. It focuses on documenting innovative approaches applied to teacher education programs, specifically at foundation universities in two distinct cities (Istanbul and Gaziantep) over two decades. Analysis of literature focuses on exploring the signature pedagogies used in the design and implementation of the innovative teacher education programs. In the analysis of the teacher development literature, four characteristics of Young et al. (2022) nine powerful learning experiences (PLEs) “authenticity, reflection, inquiry-informed practice, equity centered practice” were used as a guiding framework for deductive coding, while using the inductive coding to explore how AI shapes teacher education programs. Results are shared under three main themes: cultivating teachers through inquiry-informed reflective practices; training teachers through diversity-enhanced community service; and supporting teachers through artificial intelligence and innovative technologies. Inquiry-informed reflective practices serve as the foundation for all the three facets of interrelated approaches to cultivating teachers as inclusive leaders in challenging and changing contexts. The latest studies and practices show that inquiry-informed reflective practices, supported by information technology and AI, seem to create conditions for cultivating culturally responsive teachers in changing educational contexts.