The rapid development of Artificial Intelligence (AI) has permeated various sectors of education, including primary education, which urgently requires accommodating student diversity through inclusive education. Pre-service teachers in the Primary School Teacher Education (PGSD) program play a strategic role in bridging the use of AI technology with the principles of inclusive education in primary schools. This article aims to comprehensively examine PGSD students' perceptions of AI use, the factors shaping those perceptions, and their relevance in supporting inclusive education in primary schools, through a literature review of more than thirty scholarly sources published between 2021 and 2026. The results show that PGSD students generally hold positive views toward AI use in learning, shaped by perceived ease of use, effectiveness, academic environment support, and ethical awareness. AI is seen as having great potential to support inclusive education through material personalization, learning differentiation, format-conversion technology for students with disabilities, and augmented-reality-based concept visualization. Nevertheless, a consistent gap was found between this positive perception and students' conceptual understanding of children with special needs, their technical readiness to apply AI in inclusive classrooms, institutional readiness, and the ethical and religious-value considerations accompanying the technology's use. This study recommends strengthening AI literacy and inclusive education competencies in an integrated manner within the PGSD curriculum, accompanied by stronger institutional support, so that future primary school teachers are prepared to use AI wisely, adaptively, ethically, and in favor of student diversity.
