This study investigates the usage of Artificial Intelligence (AI) tools among education college teachers, focusing on differences across gender, location of students (rural vs. urban), type of school management (government vs. private), and teaching experience (below 5 years vs. above 5 years). A sample of 300 teachers (150 male, 150 female) was surveyed, with equal representation across rural (150) and urban (150) student locations, government (150) and private (150) schools, and teaching experience categories (150 below 5 years, 150 above 5 years). Using SPSS for analysis, descriptive statistics (mean, standard deviation), t-tests, ANOVA (F-value), and correlation analyses were conducted to explore AI tool adoption. Results indicate significant differences in AI tool usage based on gender and teaching experience, with non-significant differences for location and management type at the 0.05 significance level. The findings provide insights for policymakers and educators to enhance AI integration in teacher education.