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Background <p>With groundbreaking advancements in digital technologies, AI tools have been adopted in everyday life in a short time, including in educational settings. The aim of the present study was to adapt the Artificial Intelligence Self-Efficacy Scale in Turkish and to examine how AI literacy, attitudes, and self-efficacy predict prospective teachers’ intentions to use AI in their future classroom practices.</p> Methods <p>In this regard, a total of 610 prospective teachers from the Faculties of Education at three public universities in Turkey were surveyed using a battery of questionnaires to evaluate AI literacy, AI self-efficacy, attitudes towards AI, and behavioral intention to use AI in teaching.</p> Results <p>Confirmatory factor and reliability analyses indicated that the Turkish version of the AISES demonstrated good psychometric properties. Additionally, the serial mediation model demonstrated that prospective teachers’ levels of AI literacy significantly predicted their self-efficacy, attitudes, and intentions regarding future classroom practices. Moreover, the relationship between AI literacy and behavioral intention is mediated sequentially by AI self-efficacy and attitudes toward AI.</p> Conclusions <p>The findings of the present study indicate that enhancing prospective teachers’ AI literacy and self-efficacy can foster positive attitudes and strengthen their intentions to use AI technologies in future educational practices.</p>

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Turkish adaptation of the Artificial Intelligence Self-Efficacy Scale (AISES) and its role in prospective teachers’ intentions to use AI in classroom practices

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年6月23日

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  • Fatih Aydın,
  • İbrahim Dadandı,
  • Şenel Çıtak,
  • Vildan Saki Aydın,
  • Pakize Urfalı Dadandı

摘要

Background

With groundbreaking advancements in digital technologies, AI tools have been adopted in everyday life in a short time, including in educational settings. The aim of the present study was to adapt the Artificial Intelligence Self-Efficacy Scale in Turkish and to examine how AI literacy, attitudes, and self-efficacy predict prospective teachers’ intentions to use AI in their future classroom practices.

Methods

In this regard, a total of 610 prospective teachers from the Faculties of Education at three public universities in Turkey were surveyed using a battery of questionnaires to evaluate AI literacy, AI self-efficacy, attitudes towards AI, and behavioral intention to use AI in teaching.

Results

Confirmatory factor and reliability analyses indicated that the Turkish version of the AISES demonstrated good psychometric properties. Additionally, the serial mediation model demonstrated that prospective teachers’ levels of AI literacy significantly predicted their self-efficacy, attitudes, and intentions regarding future classroom practices. Moreover, the relationship between AI literacy and behavioral intention is mediated sequentially by AI self-efficacy and attitudes toward AI.

Conclusions

The findings of the present study indicate that enhancing prospective teachers’ AI literacy and self-efficacy can foster positive attitudes and strengthen their intentions to use AI technologies in future educational practices.