Exploring the Relationship Between Teachers' AI Attitudes, AI Self-Efficacy, and AI Technological Pedagogical Content Knowledge

EROL M., Canbeldek Erol M., Erol A., GÖK ÇOLAK F.

EUROPEAN JOURNAL OF EDUCATION, cilt.60, sa.4, 2025 (SSCI, Scopus) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 60 Sayı: 4
  • Basım Tarihi: 2025
  • Doi Numarası: 10.1111/ejed.70332
  • Dergi Adı: EUROPEAN JOURNAL OF EDUCATION
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, IBZ Online, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), MLA - Modern Language Association Database, Public Affairs Index
  • Anahtar Kelimeler: artificial intelligence attitude, artificial intelligence self-efficacy, artificial intelligence- technological pedagogical content knowledge
  • Yıldız Teknik Üniversitesi Adresli: Evet

Özet

This study examines the relationships between teachers' attitudes toward artificial intelligence (AI), AI self-efficacy, and AI technological pedagogical content knowledge (AI-TPACK). The participants comprised 524 teachers working in preschool and primary schools. Data were collected using AI attitude, AI self-efficacy, and AI-TPACK scales. Pearson correlation analysis and structural equation modelling (SEM) were employed for data analysis. The findings indicate that teachers' AI self-efficacy is significantly and positively associated with AI attitudes and AI-TPACK. Furthermore, teachers' positive attitudes toward AI significantly influenced their AI-TPACK and AI self-efficacy. In contrast, negative attitudes toward AI were negatively correlated with AI self-efficacy but did not show a significant relationship with AI-TPACK. Additionally, AI-TPACK played a mediating role in the relationship between attitudes toward AI and AI self-efficacy. These findings contribute to the growing body of research on teachers' attitudes toward AI, AI self-efficacy, and AI-TPACK.