A comparative study of preschool and primary school teachers' attitudes towards artificial intelligence: The case of Erzincan province

Technological advancements in the field of education have significantly transformed the methods and tools used by teachers in instructional processes. In this context, artificial intelligence applications have emerged as supportive tools that assist teachers in planning, implementing, and evaluating teaching activities. However, the impact of artificial intelligence on teachers' pedagogical roles and its position within the educational process continue to be subjects of academic debate. The aim of this study is to comparatively examine the attitudes of preschool teachers and primary school teachers toward artificial intelligence. The study was conducted using a quantitative research approach with a survey design. The sample consisted of 155 teachers working in the city center of Erzincan, selected through a random sampling method. Data were collected using a Demographic Information Form and the General Attitude Toward Artificial Intelligence Scale. Independent samples t-test and one-way analysis of variance (ANOVA) were employed for data analysis. The findings indicate that teachers' attitudes toward artificial intelligence do not differ significantly according to branch, gender, marital status, number of children, educational level, or monthly income. However, significant differences were found in the positive attitude dimension based on age and in overall attitudes toward artificial intelligence based on professional seniority. Keywords: Artificial intelligence, primary school teacher, preschool teacher, technology, education, attitude