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- MakaleAçık Erişim2026Scopus SJRQ1Cross-Cultural Patterns in Artificial Intelligence Literacy Development: Investigating Country and Gender Differences Among Pre-Service Teachers in Germany and Türkiye
Aksoy, Meltem; Aksoy, Dilara Arzugül; Polat, Elif; Hopcan, Sinan; Bush, Annika
As artificial intelligence (AI) rapidly transforms educational landscapes worldwide, developing AI literacy among pre-service teachers has become increasingly crucial for effective classroom integration and responsible implementation. This comparative study examines AI literacy levels among pre-service teachers in Türkiye (Turkey officially changed its name to Türkiye in a 2022 letter to the UN, with the change taking immediate effect. See here) and Germany, addressing a critical gap in cross-cultural educational research. Using the Scale for the Assessment of Non-Experts' AI Literacy (SNAIL), we analysed data from 605 participants through correlation, ANOVA and MANOVA methods. Our findings reveal significant effects of both country and gender on AI literacy development, with German participants demonstrating higher overall literacy scores than their Turkish counterparts, particularly in critical appraisal and practical application dimensions. Conversely, Turkish participants exhibited stronger technical understanding. Across both countries, male participants consistently achieved higher AI literacy scores than females, though this gender gap was most pronounced in technical understanding. The country variable emerged as the more influential factor across all subdimensions. These results highlight the interplay between educational systems, cultural contexts and gender on AI literacy acquisition, offering valuable insights for teacher education programs seeking to prepare educators for increasingly AI-integrated learning environments.
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İncele - MakaleAçık Erişim2026Scopus SJRQ1Integrating artificial intelligence into preservice teacher education: enhancing AI literacy and digital material design competency
Gulen, Hilal Nur; Kucuk, Sevda
The rapid advancement of Artificial Intelligence (AI) has transformed educational tools and practices. Integrating AI into instruction supports complex thinking, enriches teaching, and helps educators in material creation and visualization. Therefore, it is essential to equip both students and educators with AI literacy and digital material design competencies in order to support pedagogically sound and ethically responsible instructional practices. Within this context, the present study examines the extent to which an AI-integrated instructional technology course influences pre-service teachers’ AI literacy and digital material design competencies, as well as their perceptions and experiences of learning within an AI-integrated instructional environment. Using a mixed-methods approach, 50 pre-service social studies teachers (41 female, 9 male) participated in a semester-long course. Data were collected through the Artificial Intelligence Literacy Scale, Digital Material Design Competency Scale, and semi-structured interviews. Paired sample t-tests indicated significant gains in both AI literacy and digital material design competencies, with large effect sizes. Qualitative and quantitative findings showed that AI tools not only improved technical abilities but also enhanced pedagogical thinking. The study highlights the importance of AI-integrated curricula in preparing future teachers for modern educational challenges.
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