The Relationship Between Pre-service Teachers’ Attitude towards Artificial Intelligence (AI) and their AI literacy
DOI:
https://doi.org/10.47750/pegegog.15.03.13Keywords:
Artificial intelligence attitude, artificial intelligence literacy, pre-service teachers, correlational surveyAbstract
This study examines the relationship between pre-service teachers’ general attitudes toward artificial intelligence (AI) and their AI literacy. The research was conducted with 1,196 pre-service teachers, and a positive but weakly significant relationship was found between AI literacy and general attitudes toward AI. The findings suggest that AI literacy alone is not sufficient to enhance pre-service teachers’ general attitudes toward AI. Variables such as gender, age, field of study, and class level were found to influence both general attitudes toward AI and AI literacy. Male students exhibited more positive attitudes toward AI. Additionally, students with higher academic achievement and those in upper grades demonstrated higher levels of AI literacy. Based on the research findings, it is recommended that AI education be introduced at an early age through practical applications and that concerns affecting attitudes toward AI be addressed.
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