The rapid integration of artificial intelligence and technology in education has dramatically changed teaching practices hence raising a new critical view about social responsibility in such a context of ongoing change. The current paper attempts to comment on the role of AI in developing social responsibility toward education based on anthropological and modernity perspectives with specific reference to secondary pre-service teachers in Jordan. In this regard, a qualitative research design was used that descriptive and analytical in nature to give insights into how tools driven by artificial intelligence affect ethical considerations, educational methodologies, and wider sociocultural implications associated with the advancement of technology. Data were collected through surveys, semi-structured interviews, and classroom observations to gain an in-depth understanding of the perceptions and experiences of 35 pre-service teachers regarding the role of AI in education. It is outlined that AI impacts education positively and negatively; it increases access and quality in education but deepens social and digital divides. It underscores the necessity of a formalized strategy for integrating AI into teacher training programs as a means to fill the gap between technological advancement and ethical accountability. It wraps up by recommending policies that would foster reflexive knowledge and virtue ethics in education, guaranteeing that AI will be an inclusive and responsible tool for generations to come.