The use of artificial intelligence (AI) in mathematics teaching emphasizes the necessity for future educators to develop digital literacy (DL) and AI literacy (AIL). Despite increasing attention being paid to these competencies, little is known about how DL influences AIL among pre-service mathematics teachers. A descriptive correlational research design was used in this study to assess the levels of DL and AIL, explore their relationship, and profile participants based on gender and year level. Teachers (AILST)instruments, including the Digital Literacy Scale and AI Literacy Scale for Teachers (AILST), measured four AIL dimensions: perception, knowledge and skills, application and innovation, and ethics. Digital literacy was evaluated concurrently. The data were analyzed using IBM SPSS Statistics (version 21). Descriptive statistics (means and standard deviations) summarized overall literacy levels. To determine relationships, Pearson’s r was used to assess the correlation between digital and AI literacy, Spearman’s rho examined associations with year level, and the chi-square test explored the relationship between gender and literacy variables. Results showed that pre-service teachers had above-average competence of DL and AIL, with a moderate positive correlation between the two, indicating that greater digital fluency supports stronger AI-related competencies. However, notable gaps persist in applying AI for innovation and in critically evaluating AI-generated content. These findings indicate the need to integrate DL and AIL in teacher education programs to prepare aspiring mathematics educators for ethical, effective, and innovative AI use in classrooms, thereby contributing to research-informed instructional practices and responsive curriculum development.
Manto et al. (Fri,) studied this question.