Abstract This study explores variables associated with teachers’ Artificial Intelligence (AI) literacy, a key competency for effective and responsible AI integration in education. A total of 270 teachers completed an online survey including measures of AI literacy, AI acceptance, computational thinking, AI anxiety, and digital divide. Results revealed that all AI acceptance variables were positively associated with AI literacy, with hedonic motivation and willingness to use AI emerging as the strongest predictors. Computational thinking, AI anxiety, and digital divide also showed significant associations with AI literacy. The findings highlight the central role of teachers’ attitudes and motivational variables over technical and demographic variables. The study contributes to the understanding of how teachers engage with AI technologies and provides practical implications for designing professional development programs that enhance AI literacy and reduce barriers to AI adoption in educational contexts.
Dehen et al. (2026) studied this question.