This research is part of a European project that aims to improve bullying prevention and intervention strategies by enhancing the life skills of primary school teachers. The study explores the pedagogical use of different generic AI-based tools for giving feedback to teachers, particularly in acquiring life skills to support pupils who may be victims of bullying and their families. By comparing different AI solutions, the study assesses their potential both for identifying bullying situations and for giving feedback on key skills such as empathy, communication and conflict resolution when AI tools simulate real-life interactions. A critical discussion of the ethical implications of using Gen-AI in teacher training is presented, particularly in relation to the accuracy, bias and reliability of Gen-AI-generated feedback. While AI tools offer structured and scalable training opportunities, the study emphasizes that human interaction remains irreplaceable for social and emotional learning. The findings suggest that AI can serve as a complementary tool in teacher training programs, enhancing self-reflection and decision-making skills. However, AI cannot fully capture the richness of face-to-face interactions, the subtleties of human emotions, or the complex dynamics of social relationships. Ultimately, the research highlights the need for a balanced approach in which Gen-AI supports, but does not replace, the human dimension in teacher professional development.