Predictors of pre-service teachers’ attitudes toward artificial intelligence: An examination of AI literacy and anxiety

The primary purpose of this study is to investigate the relationships among pre-service teachers’ general attitudes toward artificial intelligence, their levels of AI anxiety, and their AI literacy skills. As artificial intelligence continues to transform various aspects of education, understanding the attitudes of future educators toward this technology has become increasingly important. The study group consisted of pre-service teachers studying at different universities in Türkiye, the majority of whom were female. Data collection instruments included the General Attitudes toward Artificial Intelligence Scale, the AI Anxiety Scale, the AI Literacy Scale, and a Personal Information Form designed by the researchers. Data was analyzed through Pearson correlation analysis and multiple regression analysis using SPSS and AMOS software. The findings revealed that AI literacy was positively associated with pre-service teachers’ attitudes toward artificial intelligence, while AI anxiety was negatively associated with such attitudes. Furthermore, results of the multiple regression analysis demonstrated that AI literacy and AI anxiety together explained 39% of the variance in attitudes toward artificial intelligence. Given the increasing integration of artificial intelligence into educational contexts, insufficient AI literacy and elevated anxiety among pre-service teachers constitute a significant challenge for the effective adoption of this technology. This outcome highlights that both literacy and anxiety levels are critical determinants in shaping pre-service teachers’ perspectives and their potential adaptation to technological innovations. The study provides practical recommendations for teacher education programs aimed at strengthening AI literacy and reducing anxiety to facilitate more effective integration of artificial intelligence into educational settings.