Özenoğlu, Yunus Emre; Aydoğdu, Fatih; Gürsoy, Figen

The application of artificial intelligence (AI) in early childhood education has been increasingly used to support preschool children's development. However, research indicates that preschool teachers often have limited awareness and literacy regarding AI, and studies focusing on improving their AI-related knowledge remain insufficient. Therefore, enhancing preschool teachers' understanding of AI and supporting its effective integration into educational practices is critically important. This study aimed to examine the impact of an artificial intelligence education programme on preschool teachers' AI awareness. The study was conducted using a quasi-experimental pre-test–post-test control group design and included a total of 48 preschool teachers, with 24 assigned to the experimental group and 24 to the control group. Teachers in the experimental group participated in artificial intelligence education applications, while no such interventions were implemented in the control group. Data were collected using measurement tools administered before and after the intervention. The findings revealed a statistically significant increase in artificial intelligence literacy among teachers in the experimental group compared to those in the control group. These results suggest that artificial intelligence–based educational interventions are effective in improving preschool teachers' awareness and understanding of AI, and they highlight the importance of incorporating AI education into professional development programmes for early childhood educators.

Merzifonluoglu, Ayse; Gunes, Habibe

Artificial intelligence (AI) is significantly shaping education and currently influencing pre-service teachers' academic and professional journeys. To explore this influence, the present study examines 389 Generation Z pre-service teachers' attitudes towards AI and its impact on educational decision-making at two state universities, using an explanatory sequential mixed-methods research design. Quantitative data were collected through the General Attitudes to Artificial Intelligence Scale (GAAIS) and an AI decision-making survey. It was followed by qualitative data gathered via semi-structured interviews to enrich the statistical trends with deeper thematic insights. SPSS was used for quantitative data analysis while MAXQDA was employed for a systematic analysis of the qualitative data. The analysis revealed that female pre-service teachers held more positive attitudes towards AI, with higher levels of AI knowledge contributing to these attitudes. Negative attitudes, however, were independent of gender, academic discipline or AI familiarity. Findings also reveal that AI tools, particularly ChatGPT, are primarily used as advisors, and pre-service teachers often adapt AI's suggestions to their preferences. AI is predominantly preferred for assignments, reports, projects and presentations. In AI acceptance, time and effort savings, innovative suggestions and unbiased recommendations are stated as key factors. However, there are ongoing trust concerns highlighting the necessity of keeping final decisions under human control. Based on these findings, comprehensive AI training for teachers and students in higher education is suggested.