The impact of digital literacy on pre-service mathematics teachers’ adoption of generative AI as a virtual peer mentor

This study investigates the acceptance of Generative Artificial Intelligence (AI) as a virtual peer mentor among pre-service mathematics teachers, focusing on the role of digital literacy in shaping behavioral intention. Data were collected from 205 pre-service mathematics teachers at a public university in Indonesia, using an extended Technology Acceptance Model (TAM). The study aimed to examine the relationships between Attitude, Perceived Usefulness, Perceived Ease of Use, and Behavioral Intention within the context of AI integration in teacher education. Structural Equation Modeling (SEM) was employed to analyze the data. The results revealed that Attitude and Perceived Usefulness significantly influence Behavioral Intention, with Attitude being the strongest predictor. Perceived Ease of Use also demonstrated a significant impact on Perceived Usefulness. Interestingly, not all dimensions of digital literacy had the same level of influence, with Goal Directed and Digital Reading showing a stronger impact on technology acceptance than Critical Use. The findings suggest that enhancing digital literacy and fostering positive attitudes toward AI tools are crucial for encouraging their adoption in teacher education. This study provides insights for future research and the development of AI-driven tools for professional development in education