AI LİTERACY OF SOCİAL STUDİES TECAHER CANDİTATES

Principal Investigator(s):  View help for Principal Investigator(s) Hakan ÖNGÖREN, Ministry of İnterior Turkey

Version:  View help for Version V1

Name File Type Size Last Modified
YAPAYZEKA.sav application/x-spss-sav 7.9 KB 06/20/2025 03:43:AM
fıgure.docx application/vnd.openxmlformats-officedocument.wordprocessingml.document 202.2 KB 06/05/2025 11:28:AM
grafik AI.xlsx application/vnd.openxmlformats-officedocument.spreadsheetml.sheet 35.1 KB 06/18/2025 02:32:AM
table.docx application/vnd.openxmlformats-officedocument.wordprocessingml.document 26.5 KB 06/05/2025 10:21:AM

Project Citation: 

ÖNGÖREN, Hakan. AI LITERACY OF SOCIAL STUDIES TECAHER CANDITATES . Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2025-06-20. https://doi.org/10.3886/E233641V1

Project Description

Summary:  View help for Summary This study uses a multidimensional lens to examine social studies teachers' perceptions and competencies regarding artificial intelligence, encompassing ethics, awareness, use, and evaluation. A descriptive survey design was used to collect data from 176 teacher candidates enrolled in a social studies education program at a Turkish university. The descriptive analysis revealed that, while the candidates' artificial intelligence literacy levels were moderate, their evaluation levels were the highest (mean: 4.63), and their usage levels were the lowest (mean: 4.30). The correlational analysis revealed that the dimensions of awareness, ethics, usage, and evaluation are significantly related to each other. A significant relationship was found between teacher candidates' artificial intelligence literacy usage and evaluation dimension levels and the gender variable (p=0.03). However, no significant relationships were found between AI literacy (p = 0.07) or ethics (p = 0.13) and gender. A significant relationship was found between teacher candidates' artificial intelligence literacy usage, evaluation, and ethics dimension levels and their class level. However, no significant relationship was found between AI literacy awareness and the class variable (p=0.08). The study recommends incorporating AI-focused modules into teacher education curricula that emphasize hands-on workshops, ethical case discussions, and collaborative interdisciplinary education. The implications for policy and future longitudinal research are discussed.

Scope of Project

Subject Terms:  View help for Subject Terms artificial intelligence literacy; teacher candidates ; literacy education
Geographic Coverage:  View help for Geographic Coverage Diyarbakır, Turkey
Time Period(s):  View help for Time Period(s) 1/1/2025 – 2/1/2025
Collection Date(s):  View help for Collection Date(s) 1/1/2025 – 2/1/2025
Universe:  View help for Universe
Teacher Candidates, Social Studies Candidates
Data Type(s):  View help for Data Type(s) experimental data; survey data

Methodology

Response Rate:  View help for Response Rate %90
Sampling:  View help for Sampling Social Studies Teachers 
Data Source:  View help for Data Source The study sample comprised 71% females and 29% males. The participants were not distributed evenly across the classes. This occurred because social studies teaching programs are more popular among female students. A total of 61.4% of the participants had grade point averages between 2.51 and 3.51, and 79% responded 'yes' to the question of whether they followed digital developments. Approximately 35 participants (24%) had missing data in the overall grade point average section. Regarding the use of digital tools, approximately 50% of participants reported using them for 4–6 hours, and 72.7% of participants reported using artificial intelligence in education.
Collection Mode(s):  View help for Collection Mode(s) face-to-face interview; on-site questionnaire; paper and pencil interview (PAPI)
Scales:  View help for Scales Artificial Intelligence Literacy Scale: The artificial intelligence literacy scale was developed by Wang et al. (2022, 2023). The Turkish adaptation of the scale was carried out by Çelebi et al. (2023). The scale consists of 12 items and comprises four subdimensions: awareness, use, evaluation, and ethics. The items are rated on a seven-point Likert scale ranging from 1 (strongly disagree) to 7 (strongly agree). Items 1–3 measure awareness; items 4–6 measure usage; items 7–9 measure evaluation; and items 10–12 measure ethics (Wang et al., 2022).
Weights:  View help for Weights The items are rated on a seven-point Likert scale ranging from 1 (strongly disagree) to 7 (strongly agree). Items 1–3 measure awareness; items 4–6 measure usage; items 7–9 measure evaluation; and items 10–12 measure ethics (Wang et al., 2022).
Geographic Unit:  View help for Geographic Unit Diyarbakır, Turkey

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V1 [2025-06-20]

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