Artificial Intelligence Literacy and Anxiety Levels of Preservice Science Teachers: A Mixed Method Study
Saved in:
| Title: | Artificial Intelligence Literacy and Anxiety Levels of Preservice Science Teachers: A Mixed Method Study |
|---|---|
| Language: | English |
| Authors: | Burcu Akbay, Özlem Karakoç Topal, Ayberk Bostan Sarioglan |
| Source: | Journal on Efficiency and Responsibility in Education and Science. 2025 18(4):318-333. |
| Availability: | Czech University of Life Sciences Prague. Czech University of Life Sciences Prague, Kamýcká 129, Prague 6 - Suchdol 165 00, Czech Republic. e-mail: editor@eriesjournal.com; Web site: https://www.eriesjournal.com/index.php/eries |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Artificial Intelligence, Anxiety, Technological Literacy, Preservice Teachers, Grade Point Average, Emotional Response, Correlation, Foreign Countries, Knowledge Level |
| Geographic Terms: | Turkey |
| ISSN: | 2336-2375 1803-1617 |
| Abstract: | The study aimed to assess levels of "artificial intelligence literacy" (AIL) and "artificial intelligence anxiety" (AIA) among pre-service teachers and to examine their relationship. The study used an explanatory sequential design, a mixed-methods design. Quantitative data were collected from 136 pre-service teachers using the "Artificial Intelligence Literacy Scale" and "Artificial Intelligence Anxiety Scale" through convenience sampling. Qualitative data were collected through semistructured interviews with nine pre-service teachers using criterion sampling. Quantitative data were analyzed using ANOVA and correlation analyses, while qualitative data were subjected to content analysis. The results indicated that pre-service teachers' AIL levels did not differ significantly by GPA, AI knowledge level, or emotional state towards AI. However, they varied significantly by skill level with technological tools. Additionally, AIA levels did not differ significantly by skill level in using technological tools or AI knowledge level. However, they varied considerably based on GPA and emotional state variables. Correlation results revealed no significant relationship between AI levels and AIA levels. The qualitative data from interviews supported the quantitative results, indicating no relationship between AIL and AIA levels. As a suggestion, training can be provided to increase pre-service teachers' awareness of AI. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1493032 |
| Database: | ERIC |
| Abstract: | The study aimed to assess levels of "artificial intelligence literacy" (AIL) and "artificial intelligence anxiety" (AIA) among pre-service teachers and to examine their relationship. The study used an explanatory sequential design, a mixed-methods design. Quantitative data were collected from 136 pre-service teachers using the "Artificial Intelligence Literacy Scale" and "Artificial Intelligence Anxiety Scale" through convenience sampling. Qualitative data were collected through semistructured interviews with nine pre-service teachers using criterion sampling. Quantitative data were analyzed using ANOVA and correlation analyses, while qualitative data were subjected to content analysis. The results indicated that pre-service teachers' AIL levels did not differ significantly by GPA, AI knowledge level, or emotional state towards AI. However, they varied significantly by skill level with technological tools. Additionally, AIA levels did not differ significantly by skill level in using technological tools or AI knowledge level. However, they varied considerably based on GPA and emotional state variables. Correlation results revealed no significant relationship between AI levels and AIA levels. The qualitative data from interviews supported the quantitative results, indicating no relationship between AIL and AIA levels. As a suggestion, training can be provided to increase pre-service teachers' awareness of AI. |
|---|---|
| ISSN: | 2336-2375 1803-1617 |
