The rapid development of generative artificial intelligence (AI) has created new opportunities and challenges for English Language Teaching and Learning (ELT/L) and Initial Language Teacher Education (ILTE). Although ChatGPT is increasingly integrated into teacher education worldwide, little is known about its use in low-resource African contexts such as Huíla, Angola. This study investigated the perceived effectiveness of ChatGPT in supporting ELT/L outcomes in ILTE, the challenges associated with its use, and strategies for its sustainable and ethical integration into English language teacher education. An exploratory-descriptive mixed-methods design was adopted. Data were collected through structured questionnaires administered to 28 participants (9 teacher trainers and 19 trainee teachers) from the three public secondary teacher training institutions in Huíla Province. Quantitative data were analysed using SPSS Statistics version 31 through descriptive statistics, reliability analysis, cross-tabulations, chi-square tests, Fisher’s exact test, and the Mann-Whitney U test, while responses to open-ended questions were coded inductively and analysed thematically. The findings indicate that ChatGPT was perceived as moderately to highly effective in supporting learner autonomy, feedback on teaching practice, language proficiency, lesson planning, collaborative learning, and resource development (overall M = 3.99/5; Cronbach’s α = .958). However, participants also identified ethical concerns, resistance to change, limited AI literacy, inadequate preparedness, unequal internet access, and affordability constraints. The study concludes that ChatGPT may strengthen English language teacher education when integrated through structured AI literacy, pedagogically guided practice, ethical governance, and contextually responsive implementation. It contributes context-specific evidence from an underrepresented African and Lusophone context and offers practical recommendations for responsible AI integration.
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