Artificial Intelligence Awareness Scale for Pre-Service Teachers / Öğretmen Adaylarına Yönelik Yapay Zekâ Farkındalık Ölçeği

Abstract

This study aimed to create a valid and reliable measurement tool to evaluate the awareness of artificial intelligence (AI) among pre-service teachers. Although AI technologies are progressively being integrated into educational contexts, the literature review shows that comprehensive instruments that reveal the teachers’ multidimensional awareness, including positive orientations and concerns, are still missing. Generally, existing scales are mainly focused on technical knowledge or attitudes, thus a gap in measuring holistic AI awareness among prospective teachers has remained unfilled. The research was a scale development study that used a quantitative survey design. The researchers gathered data from 300 pre-service teachers, who volunteered and were enrolled at a state university during the 2024-2025 academic year. They used convenience sampling. Initially, 71 items were pooled based on an extensive literature review and expert evaluations. Content validity was secured through an expert panel, and construct validity was verified by means of Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA). Internal consistency reliability was measured through Cronbach’s alpha coefficients. According to the EFA results, two factors with 39 items after the exclusion of the items were identified. These factors were interpreted as AI Acceptance (26 items) and AI Avoidance (13 items). The two-factor model accounted for about 47.68% of the total variance. CFA results verified that the model had good fit indices. The overall scale, as well as the two sub-dimensions, had very good internal consistency, as indicated by the Cronbach’s alpha values of more than .89, which were confirmed by reliability analyses. The study findings provide evidence that the developed instrument is a psychometrically valid tool for assessing the awareness of AI among pre-service teachers. The scale includes not only the positive acceptance but also the critical avoidance aspects reflecting the multidimensional nature of the AI awareness. It is suggested that subsequent research uses diverse samples to validate the scale and implement it as an instrument to facilitate teacher education programs committed to the promotion of the responsible and effective use of AI in education.

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