The predictive effects of AI anxiety on 21st-century skills and lifelong learning tendencies: a study of pre-service teachers in Northern Cyprus

Introduction The introduction of artificial intelligence (AI) into education presents a significant psychological challenge for students, potentially eliciting specific anxieties that may influence the development of 21st-century competencies and lifelong learning tendencies. This study examines the predictive effects of AI anxiety dimensions (Learning AI, Job Replacement, Sociotechnical Blindness, and AI Configuration) on 21st-century skills and lifelong learning tendencies among pre-service teachers in Northern Cyprus. Methods Using a quantitative design, data were collected from 396 pre-service teachers enrolled in education faculties. Validated scales for AI Anxiety, Multidimensional 21st-century Skills, and Lifelong Learning were administered. Data were analyzed using multiple regression analyses to determine the predictive power of specific AI anxiety dimensions on distinct skill domains. Results While overall AI anxiety did not predict 21st-century skills, specific dimensions showed selective predictive power. Learning AI anxiety was a significant negative predictor of Critical Thinking, Problem-Solving, and Career Awareness. Job Replacement anxiety was a significant negative predictor of Social Responsibility and Leadership. Conversely, Sociotechnical Blindness emerged as a significant positive predictor of Social Responsibility and Leadership. The AI Configuration dimension and lifelong learning tendencies were not significantly predicted by these anxieties. Discussion The findings indicate that AI anxiety is multidimensional and affects specific 21st-century skill domains selectively. Because lifelong learning orientations remained stable, educational interventions should move beyond broad AI literacy and instead target specific psychological concerns, such as learning-related anxiety and fears regarding job replacement, to better support future educators.