Artificial intelligence (AI) technologies have accelerated rapidly, presenting novel opportunities to the teaching and learning processes in higher education. These tools are used to develop data interpretation skills for future biology teachers, which was the focus of this study. This study was carried out on 54 first-year master's students at Abai Kazakh National Pedagogical University enrolled in the 7M01513 – Biology educational program. The design was quasi-experimental, with diagnostic, formative and control phases. In the formative phase, students were utilising artificial intelligence tools like ChatGPT, Gemini, Claude, Copilot, Napkin AI to explore biological data, determine the significance of research findings, produce evidence-based conclusions, and form visual representations of scientific data. Data were collected via the implementation of diagnostic tests, practical tasks, assessment rubrics and questionnaires. Results were analyzed using percentages, means, and statistical methods. The results also had a positive effect on students’ ability to interpret data using AI-supported learning. Participants at high proficiency-level improved from 16.7% to 33.3% compared to low level, where from 38.9% to 16.7%. There was an improvement in the students' processing data, interpretation, visualization and scientific reasoning skills. The paper reports a conclusion that artificial intelligence tools can support the enhancement of data interpretation competencies among our next generation of biology teachers and the transformation of the biology teaching and learning environment.