The rapid adoption of artificial intelligence (AI), especially generative models, is transforming an educational media space, creating new opportunities and risks for pedagogical design. In this regard, the readiness of future teachers for meaningful and informed use of AI to create education content is of key significance, which is presumed to be closely linked to their overall level of digital competence. Research aim—to determine the correlation between the level of digital competencies among students of teacher-education programmes and their attitudes towards the use of AI technologies, as well as to identify the factors influencing their perception of the benefits and risks associated with such use. Methods This study employed a quantitative cross-sectional survey using an online questionnaire. The sample consisted of 179 participants (students and novice teachers). A structured questionnaire was used to collect data assessing digital competencies (DigCompEdu), and the perception of ethical and academic risks and personality traits (using indicators conceptually correlated with the Big Five). Data analysis included descriptive statistics, calculation of scale reliability ( α Cronbach's) and correlation analysis (Pearson's coefficient). Results 1. A statistically significant positive correlation was found between the level of digital competence (operationalized through the number of known AI tools) and readiness to use AI ( r = 0.248, p 0.001). 2. Future teachers consider the most significant capabilities of AI to be the expansion of creative possibilities (62%) and improved visualization quality (44%), while personalization (29%) and automation (38%) are perceived as less of a priority. 3. A paradoxical effect was revealed: heightened ethical sensitivity and risk awareness do not diminish but rather positively correlate with readiness to apply AI ( r = 0.505, p 0.001), which can be interpreted as an indicator of responsible media literacy. 4. Digital media literacy, innovative orientation, and creativity are related to readiness to use AI, with the strongest correlation found with an attitude towards innovation ( r up to 0.402, p 0.001). The study confirms the central role of digital competence as a basis for openness to the pedagogical use of AI. Key factors contributing to readiness for AI integration include not only technical skills, but also developed creativity, innovation, and the ability for critical ethical reflection. The obtained results substantiate the need to revise teacher education programs toward the holistic development of digital, creative, and ethical-critical competencies required for working in the context of AI-driven educational transformation.
Abykenova et al. (Thu,) studied this question.