Teachers teaching special talent students AI awareness and innovative perspectives the relationship between

In this study, "Artificial Intelligence Awareness" and "Individual Innovative Perspectives" of teachers who teach gifted students; examined in terms of variables such as gender, branch, education level and year in the profession. In addition, the relationship between these two variables was examined. A total of 401 teachers, 229 women and 172 men, participated in the study. In the study, Teachers' Artificial Intelligence Awareness Scale was used to determine the artificial intelligence awareness of the participants, and the Individual Innovation Scale (CIS) was used to measure individual innovativeness perspectives. The research was designed in relational screening model. With this research, the relationship between artificial intelligence awareness and innovative perspectives of teachers who teach gifted students has been revealed. Purposive sampling method was used in this study. The scales used as a data collection tool were delivered to the participants via Google Forms. The obtained data were analyzed with SPSS v25.0 program. In statistical analysis; normality test (Shapiro Wilk), descriptive statistics (frequency analysis, descriptive statistics), independent group comparison (Independent sample t-test, One-Way ANOVA), Pearson correlation analysis, regression analysis and reliability analysis (Cronbach's alpha) tests were used. According to the results obtained in the research, a positive relationship was determined between the artificial intelligence awareness of the teachers who teach the gifted students and their individual innovativeness perspectives. In addition, there is a positive and significant relationship between artificial intelligence awareness and individual innovativeness of teachers who teach gifted students. It has been revealed that the individual innovativeness of teachers who teach gifted students predicts their artificial intelligence awareness.