Artificial Intelligence Literacy and Attitudes: A Study on Pre-Service Science Teachers

Abstract

The increasing integration of artificial intelligence (AI) into educational contexts highlights the need to examine pre-service teachers’ competencies in this domain, along with their attitudes toward AI. In this regard, AI literacy encompasses individuals’ ability to understand, critically evaluate, and effectively utilize AI technologies in an informed and responsible manner. The present study aimed to investigate the relationship between pre-service science teachers’ AI literacy levels and their attitudes toward AI. A quantitative research design employing a correlational survey model was used. The study was conducted with 75 pre-service science teachers enrolled in a faculty of education. Data were collected through the Artificial Intelligence Literacy Scale and the Artificial Intelligence Attitude Scale. Descriptive statistics were computed, and Pearson product–moment correlation analysis was applied following the confirmation of normality assumptions. The findings indicated that pre-service science teachers had a mean AI literacy score of 5.44 and a mean AI attitude score of 3.58, indicating comparatively higher AI literacy and generally positive attitudes toward artificial intelligence. Moreover, a positive, moderate, and statistically significant relationship was found between AI literacy and attitudes toward AI (r = 0.430, p < 0.05). These results suggest that higher levels of AI literacy are associated with more favorable attitudes toward AI, although attitudinal development may be influenced by additional cognitive and affective factors beyond literacy alone. Accordingly, it can be inferred that interventions aimed at enhancing pre-service teachers’ AI literacy may also contribute to the development of more positive and informed attitudes toward AI integration in educational settings.