This study aimed to validate a questionnaire for assessing the perception and use of Generative Artificial Intelligence (AI-Gen) among pedagogy students. A quantitative methodology with a non-experimental, cross-sectional design was employed. The 22-item questionnaire was developed to cover dimensions such as familiarity with AI-Gen, perception of relevance, practical skills, perceived barriers, confidence, and ethical considerations. The validation process included expert judgment, cognitive interviews with students, and statistical reliability analysis. The sample consisted of 309 undergraduate pedagogy students. The reliability analysis yielded a Cronbach’s alpha of.917, indicating high internal consistency. All items significantly contributed to this consistency. The findings support the questionnaire’s validity and reliability as a tool for assessing the integration of AI-Gen in initial teacher training, helping to identify the perceptions, experiences, and willingness of future educators to responsibly incorporate these emerging technologies.