The Effect of Pre-Service Science and Mathematics Teachers' AI Literacy and Ethical Use of Information Technologies on Their Ethical Reflections on AI
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| Title: | The Effect of Pre-Service Science and Mathematics Teachers' AI Literacy and Ethical Use of Information Technologies on Their Ethical Reflections on AI |
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| Language: | English |
| Authors: | Fatma Erdogan (ORCID |
| Source: | Journal of Baltic Science Education. 2026 25(1):22-38. |
| Availability: | Scientia Socialis Ltd. 29 K. Donelaicio Street, LT-78115 Siauliai, Republic of Lithuania. e-mail: scientia@scientiasocialis.lt; e-mail: mail.jbse@gmail.com; Web site: http://www.scientiasocialis.lt/jbse/ |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Artificial Intelligence, Technology Uses in Education, Technological Literacy, Preservice Teachers, Science Teachers, Mathematics Teachers, Ethics, Knowledge Level, Foreign Countries, Predictor Variables |
| Geographic Terms: | Turkey |
| ISSN: | 1648-3898 2538-7138 |
| Abstract: | The growing presence of artificial intelligence (AI) in education raises critical questions about teachers' AI literacy and ethical reflection. This study aims to examine the effects of pre-service science and mathematics teachers' AI literacy and their ethical use of information technologies on their ethical reflections on AI. The study, designed as a correlational survey, included 219 pre-service science and mathematics teachers from a university in Eastern Türkiye. Data were collected using three instruments: the Artificial Intelligence Literacy Scale, the Information Technologies Ethical Use Scale, and the Artificial Intelligence Ethical Reflection Scale. The findings indicate that, although pre-service teachers demonstrate high levels of knowledge in the technical and critical dimensions of AI, they remain at a moderate level in translating this knowledge into practical application and in engaging in ethical reasoning. Structural equation modelling results indicate that AI literacy significantly and directly influences ethical reflection on AI, whereas the ethical use of information technologies constitutes a weaker predictor. The mediation analysis further reveals that general ethical use of information technologies does not play a significant mediating role in the relationship between AI literacy and ethical reflection on AI. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1506382 |
| Database: | ERIC |
| Abstract: | The growing presence of artificial intelligence (AI) in education raises critical questions about teachers' AI literacy and ethical reflection. This study aims to examine the effects of pre-service science and mathematics teachers' AI literacy and their ethical use of information technologies on their ethical reflections on AI. The study, designed as a correlational survey, included 219 pre-service science and mathematics teachers from a university in Eastern Türkiye. Data were collected using three instruments: the Artificial Intelligence Literacy Scale, the Information Technologies Ethical Use Scale, and the Artificial Intelligence Ethical Reflection Scale. The findings indicate that, although pre-service teachers demonstrate high levels of knowledge in the technical and critical dimensions of AI, they remain at a moderate level in translating this knowledge into practical application and in engaging in ethical reasoning. Structural equation modelling results indicate that AI literacy significantly and directly influences ethical reflection on AI, whereas the ethical use of information technologies constitutes a weaker predictor. The mediation analysis further reveals that general ethical use of information technologies does not play a significant mediating role in the relationship between AI literacy and ethical reflection on AI. |
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| ISSN: | 1648-3898 2538-7138 |
