In the 21st century, the effective integration of AI is essential due to its advantages and growing accessibility. However, the level of knowledge and willingness of stakeholders to adopt such technologies remains underexplored. This study examined the knowledge and willingness of preservice teachers at a nonmetropolitan university to adopt generative AI in higher education. Employing a descriptive-quantitative-correlational research design, an 18-item heterogeneous survey was administered to 276 preservice teachers using a convenience sampling method, with 250 valid responses analyzed. Descriptive and inferential statistics revealed that preservice teachers possess a high level of understanding of generative AI and its limitations. Fourth-year preservice teachers demonstrated greater knowledge, while third-year students exhibited higher willingness to adopt generative AI. Gender-wise, male preservice teachers showed higher knowledge levels, whereas females expressed greater willingness for future integration. Overall, preservice teachers indicated a general willingness to adopt AI in higher education. These findings underscore the relevance of assessing knowledge and willingness among preservice teachers, as these factors influence AI integration in universities and inform policymaking and strategic planning for its effective implementation in educational contexts.