As AI becomes more integrated into education, understanding students’ views is essential for creating inclusive, ethical, and effective learning experiences. This study compares Ukrainian (n = 106) and French (n = 73) pre-service teachers’ attitudes toward AI, focusing on: (RO1) their AI experience; (RO2) creative engagement using the #ppAI6 model; and (RO3) the link between experience and engagement. Ukrainian students report more extensive AI use and higher creative involvement, often co-creating content with AI. French students show more passive use, with many unsure about their engagement level. A strong correlation between AI experience and creative engagement appears in both groups, especially among Ukrainians. Despite concerns about AI’s role, both groups show growing interest in human-AI collaboration. Cultural context matters: Ukrainian students, shaped by instability, show innovative, pragmatic AI use, while French students are more cautious, influenced by differing institutional priorities.