The relationship between teachers' artificial intelligence literacy and artificial intelligence anxiety

This study seeks to explore the connection between teachers' artificial intelligence (AI) literacy and their anxiety related to AI technologies. Given the rapid advancement of digital transformation, integrating AI technologies into educational processes has become a critical focus area in research. The knowledge and skills levels of teachers regarding AI, alongside their anxieties, have a direct impact on educational policy and practice. The research utilized a survey methodology, incorporating both descriptive statistics and confirmatory factor analysis to analyze the collected data. The sample consisted of primary school teachers from various regions across Turkey. Findings revealed that as AI literacy among teachers increased, their levels of anxiety towards AI technologies decreased. Moreover, it was observed that AI literacy levels varied significantly with factors such as age, professional experience, and educational background. This study underscores the importance of enhancing teachers' digital competencies and AI literacy to promote the effective incorporation of technology in education. By addressing both literacy and anxiety, educational stakeholders can better support teachers in adapting to technological advancements, ultimately improving educational outcomes. Keywords: Artificial Intelligence, Artificial Intelligence Literacy, Anxiety, Ai Anxiety, Digital Literacy.