INVESTIGATING THE DETERMINANTS OF AI LITERACY COMPETENCE IN PRE-SERVICE TEACHERS: A HIGHER EDUCATION CONTEXT

Abstract

Yet, artificial intelligence (AI) is fitted within how we educate, how we teach and how we learn, though its adoption straggle in terms of teacher education. In Pakistan the programs provided at educational institutions are the B.Ed and M.Ed and it is essential for pre service teachers in Pakistan to have AI literacy in order to assist AI integration in the future classrooms. Thus, the aim of this research is to examine the factors affecting the AI literacy proficiency of pre-service teachers, specifically teachers' attitude, and exposure to AI literacy structures and involvement in professional development programs. From 350 pre service teachers recruited in B.Ed and M.Ed programs of higher education institutions of Pakistan, a data was obtained through quantitative research design. The data was examined in order to test hypothesized relationships between AI literacy proficiency and teachers' attitudes through Structural Equation Modeling (SEM). The direct relationship to AI literacy proficiency was displayed for the teacher attitudes but not for the exposure to the AI literacy structures. Also, in the relationship with AI literacy proficiency professional development experiences mediated the teacher attitudes significantly. This signifies that teacher attitudes and sustained professional development to upgrade AI literacy are required. Also, the significance of assertive attitude of teachers towards AI is advised to accentuate by the education institutions and to give into robust, steady professional development programs. Furthermore, it is important to generate contextually appropriate AI literacy frameworks for Pakistan’s educational context.