Exploring the Impact of Artificial Intelligence Literacy on the Relationship between Pre-Service Teachers’ Attitudes toward AI and Employability

Abstract

Artificial Intelligence (AI) Literacy has become an indispensable competency for citizens in the digital age. The definition of AI literacy, AI literacy education and the approaches to implementing AI literacy education have increasingly become the focus of researchers. Meanwhile, the challenges that emerged in those studies involved unclear AI literacy definitions, a shortage or incapacity of personnel in AI literacy education, and the ethical use of AI. The purpose of this study is to assess the AI literacy level of pre-service elementary school teachers and whether their AI literacy moderates the impact of their attitudes toward the rule of AI in teaching on their employability. One hundred forty-four preservice elementary school teachers take part in the study. The results show that the $\mathbf{A I}$ literacy of pre-service elementary school teachers is notably high, exceeding anticipated levels. Pre-service teachers’ attitudes towards the role of AI in education and their AI Literacy are significant predictors of employability. However, their AI Literacy does not moderate the relationship between their attitudes toward AI and employability. The findings have both theoretical and practical significance for policymakers to be aware of the AI literacy of pre-service teachers and design and implement AI literacy education accordingly.

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