Evaluating AI Knowledge and Preparedness of Pre-Service Physical Education Teachers

Artificial intelligence (AI) has become a transformative force in education, offering new possibilities for enhancing teaching, learning, and decision-making processes. As AI systems learn through repeated task execution and generate alternative decision pathways, their integration into educational contexts continues to expand. However, limited empirical evidence exists regarding the effective application of modern educational technologies, strategies for managing associated challenges, and methods for optimizing existing technological resources. This study examines the level of artificial intelligence awareness and readiness among physical education teacher candidates, focusing on their perceptions, knowledge, and preparedness to integrate AI-driven tools into instructional practices. Using a quantitative survey design, data were collected from pre-service physical education teachers enrolled in postgraduate education programs. Descriptive and inferential analyses were employed to determine awareness levels and readiness indicators, as well as relationships between key variables. The findings aim to inform curriculum development, teacher training programs, and policy initiatives by identifying existing gaps and opportunities for strengthening AI integration in physical education teacher education.