Analysis of the relationship between artificial intelligence awareness levels, artificial intelligence-based technological pedagogical content knowledge, and individual innovation characteristics of education faculty students

The purpose of this study is to determine the artificial intelligence awareness levels, artificial intelligence-based technological pedagogical content knowledge, and individual innovation characteristics of education faculty students and to reveal the relationship between these variables. In line with this purpose, the correlational survey model, one of the survey models, was used. The study group consisted of 478 students enrolled in the Faculty of Education at a state university in the Western Black Sea Region. To collect research data, the Personal Information Form, Artificial Intelligence Awareness Scale (AIAS), Intelligence Technological Pedagogical Content Knowledge (Intelligence TPCK) Scale, and Individual Innovation Scale (IIS) were used to obtain information about the demographic characteristics and technology usage habits of the study group. Research data were collected both face-to-face and online. In the analysis of research data, frequency, percentage, descriptive statistics, as well as Mann-Whitney U, Kruskal-Wallis, and Correlation analyses were used. According to the research results, it was determined that education faculty students had high levels of artificial intelligence awareness and smart technological pedagogical domain knowledge. While students' AIW and Intelligence -TPAB levels did not vary by gender, there was a statistically significant difference in IIS between gender groups; it was determined that the average scores for female students were higher than those for male students. Significant differences were found between students' grade levels and their AI awareness and Intelligence TPAB scores. It was determined that as the grade level increased, students' AI awareness and Intelligence TPAB levels also increased. It was concluded that students with high technology use proficiency and more positive views on the use of technology in education had higher average scores on all three scales used in the study. According to the correlation analysis results, there are statistically significant and positively directed relationships between all sub-dimensions of YZFÖ and all sub-dimensions of the Intelligence TPAB scale (p<.001). In line with the findings, it is recommended that applied training be increased, ethical awareness be strengthened, and courses and projects aimed at developing innovative thinking skills be disseminated so that Faculty of Education students can integrate artificial intelligence technologies into pedagogical processes more effectively.