AI Integration in Education: A Correlational Study on Attitudes, Perceptions and Anxiety Among Pre-Service Teachers

This study investigated pre-service teachers’ attitudes, perceptions, and anxiety toward artificial intelligence (AI), with gender, age, and socioeconomic status (SES) as demographic factors. Using a descriptive-quantitative correlational design, data were collected through an online survey from 150 valid respondents. Attitude was measured using the General Attitudes toward AI Scale, perception through an adapted 38-item instrument, and anxiety through the AI Anxiety Scale with four subscales. Descriptive statistics summarized levels, while t-tests, ANOVA, and Pearson correlation tested differences and relationships among variables. Results showed that respondents exhibited a generally positive attitude on favorable statements (M = 3,40), but expressed reservations on negative items (M = 2,49). Their overall perception was neutral (M = 2,68), while AI-related anxiety was moderate (M = 4,40), with higher levels in job replacement and sociotechnical blindness. Gender differences were not significant for attitude and perception, but female respondents reported significantly higher anxiety than males (p = ,010, large effect). No significant differences were observed across age groups, while SES revealed no variation in attitude and perception but showed significant differences in anxiety (p = ,026), with middle-class and poor respondents scoring higher than low-income groups. Correlation analysis indicated a moderate positive relationship between perception and anxiety (r = ,464, p < ,001), while attitude showed weak and nonsignificant links with both. Overall, the findings suggest cautious openness to AI among pre-service teachers, underscoring the need for teacher education programs to integrate AI-focused training and ethical discourse to reduce anxiety and enhance readiness for responsible AI integration.