Examination of the artificial intelligence literacy levels of educational administrators

This study aims to examine the artificial intelligence (AI) literacy levels of educational administrators working in the city of Istanbul. A review of the literature reveals that studies focusing on AI literacy are limited in number, and that existing research has not sufficiently explored the AI literacy levels of educational administrators in relation to demographic factors. This study was therefore designed to address this gap in the field, with the aim of contributing to education policies and the digital transformation processes in educational administration. A descriptive survey model within the framework of quantitative research methodology was employed to objectively and systematically define the current situation. The data collection tool used in the study was the "Artificial Intelligence Literacy Scale." The collected data were analyzed using statistical techniques to reveal the AI literacy profiles of educational administrators. The study was conducted with 204 educational administrators working in the districts of Beşiktaş and Maltepe in Istanbul. Participants were grouped according to demographic variables such as gender, school type, last graduated program, and professional seniority. The data were analyzed statistically to determine the AI literacy levels of the administrators. The study examined whether AI literacy levels differed according to gender, school type, educational background, and professional seniority. The findings indicated that male administrators scored higher in technical and practical application competencies; however, no significant gender-based difference was found in the critical evaluation dimension. No statistically significant difference was observed regarding school type or educational background. In terms of professional seniority, administrators with 16–20 years of experience demonstrated greater competence in the practical application dimension, although seniority alone was not found to be a decisive factor. The results of the study highlight that enhancing the AI literacy of educational administrators is critical for their effective involvement in digital transformation processes. The effective use of AI-based educational tools can lead to significant improvements both in instructional processes and school management. These findings underscore the need to strengthen training programs aimed at improving educational administrators' AI literacy levels. Keywords: Artificial Intelligence, AI Literacy, Technical Understanding, Critical Thinking, Practical Application, Educational Administrators