Artificial intelligence literacy and the use of educational technology: A structural modeling study in the context of mathematics teachers

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Filiz A., Moralı H. S., Güzeller C. O.

EURASIA JOURNAL OF MATHEMATICS, SCIENCE AND TECHNOLOGY EDUCATION, vol.22, no.7, pp.1-11, 2026 (Scopus)

Abstract

This study aims to examine the relationship between mathematics teachers’ artificial intelligence literacy (AIL) and their levels of educational technology use. A quantitative research approach was adopted to model and test the relationships among the variables. Structural equation modeling (SEM) was employed to determine the predictive effect of mathematics teachers’ AIL levels on their use of educational technologies. The study was conducted with 183 mathematics teachers, and the model fit indices, the validity of the measurement model, and the relationships among the variables were examined in detail. The factor loadings related to the measurement model indicated that the indicators of both AIL and educational technology use were statistically significant and at acceptable levels. The findings revealed that mathematics teachers’ AIL has a significant and strong effect on their levels of educational technology use. The measurement model was supported in terms of validity and reliability, while the structural model demonstrated a moderate yet acceptable level of fit. The results suggest that policies and practices aimed at technology integration in education should focus not only on the use of technological tools but also on the development of comprehensive technology literacy.