Artificial Intelligence (AI) is the creation of computer systems that are capable of learning, solving problems, making decisions, and seeing things that normally need human intelligence. Artificial intelligence (AI) systems imitate cognitive processes using data, algorithms, and processing power; they frequently get better with practice. Within the framework of teacher education Artificial intelligence (AI) not only enhances but it also elevates the teaching-learning experience by improving performance, feedback and automated tasks. First and foremost being aware of Artificial intelligence (AI) has become a crucial part in teacher education. In this context the present study has been conducted with an objective to measure the AI literacy level of B.Ed. teacher trainees belong to Southern Zone of Karnataka. With 357 participants selected through simple random sampling across 5 districts, the research employed self-constructed Artificial Intelligence Literacy Assessment Scale (AIAS), validated with high reliability (Cronbach's alpha - 0.93). The study revealed that overall AI literacy of B.Ed. teacher trainees is moderate, leaving the room for improvement. Findings of the study also revealed that male B.Ed. teacher trainees reported higher confidence in technical aspects of AI literacy compared to female counterparts and Urban background B.Ed. teacher trainees demonstrated significantly higher AI literacy compared to rural background B.Ed. teacher trainees. Further study also showed up that II year B.Ed. teacher trainees showed higher AI literacy level compared to I year B.Ed. teacher trainees and AI literacy levels varied significantly based on the pedagogy subject specialization in this study. The present study recommends that educators, curriculum developers, policymakers and institutional designers to provide better support system for B.Ed. teacher trainee's by understanding their professional development and the role of AI tools in teaching and learning and digital readiness during the construction of educational policies and skill development initiatives.
Devaraju et al. (Sun,) studied this question.