Prospective Teachers' Attitudes Toward Artificial Intelligence, Their Competence in Using It, And Their Professional Perceptions

Abstract

This study aims to examine pre-service teachers’ attitudes toward artificial intelligence (AI), their competencies in using AI, and their views on its educational implications. The study adopted a convergent mixed-methods design, where quantitative and qualitative data were gathered at the same time. The quantitative component included 432 pre-service teachers from a state university in Türkiye and was conducted using validated scales measuring attitudes and competencies. For the qualitative component, participants responded to open-ended questions, and their answers were examined through content analysis. The findings revealed a significant positive relationship between attitudes toward AI and AI usage competencies. Significant differences were found by gender and department, whereas no differences were observed across grade levels. Qualitative findings indicated that pre-service teachers perceive AI as a supportive tool that enhances instructional efficiency, while also expressing concerns about overreliance, ethical issues, and potential negative effects on critical thinking. The findings highlight the need to align teacher education programs with AI-related competencies. It is recommended that AI-focused pedagogical and ethical training be systematically integrated into teacher education curricula and higher education policies.