In the context of educational digital transformation and the rapid development of artificial intelligence (AI), equipping pre-service teachers with the competence to use AI has become an urgent requirement. This article proposes a course redesign model based on project-based learning (PBL) to foster AI use competence among students majoring in Primary Education. Grounded in the national digital competence framework, the professional characteristics of primary school teachers, and the theoretical foundations of PBL, the study reconstructed the course outline of "Methods of Teaching Morality in Primary Education" into ten learning projects. Each project was associated with a concrete product and integrated AI tools for specific learning purposes, including conceptual understanding, information search and verification, practice, and product creation. The model was implemented with 83 third-year students in a teacher education program. Data were collected through project portfolios, pedagogical products, AI-use records, observation, and rubric-based assessment. The findings indicate that the model not only helped students develop responsible AI use but also strengthened pedagogical competence, critical thinking, and instructional design capacity. Statistically significant improvements were found across all evaluated criteria between the pre- and post-intervention stages. The study contributes a practical pathway for innovating teacher education in the digital era.