Investigating the levels of utilization ofartificial intelligence and artificial intelligence literacy

In recent years, the use of generative artificial intelligence technologies in education has been rapidly increasing, making the artificial intelligence literacy levels of teacher candidates a significant issue. How teacher candidates perceive these technologies, their usage levels, and their satisfaction levels play a critical role in ensuring that technological transformation can be implemented effectively and sustainably in education. The purpose of this study is to determine pre-service teachers' literacy levels regarding generative artificial intelligence (AI) tools and to examine whether these levels show a significant difference according to certain demographic variables. The study was designed using the survey model from quantitative research approaches. The study population consists of a total of 501 teacher candidates enrolled in education faculties at state and foundation universities during the spring and fall semesters of the 2024-2025 academic year. Seventy-five percent of the participants are female, and 25% are male; 64.5% are enrolled at foundation universities, and 35.5% are enrolled at state universities. According to the research findings, the average productive artificial intelligence literacy level of the prospective teachers evaluated on a maximum scale of 5 points was found to be 3.90. In this context, it was observed that the participants' level of artificial intelligence literacy is high. 40.3% of participants stated that they frequently used generative AI tools, 38.3% stated that they sometimes used them, and 6.8% stated that they always used them. In contrast, 13% stated that they rarely used them, and 1.4% stated that they never used them. The analyses revealed that male teacher candidates had a significantly higher level of artificial intelligence literacy than female teacher candidates. A comparison based on school type revealed that teacher candidates at private universities had a significantly higher level than teacher candidates at public universities. A comparison based on department revealed that social studies teacher candidates had a significantly higher level of AI literacy than preschool teacher candidates. Teacher candidates who stated that they always use artificial intelligence tools were found to have a significantly higher level of artificial intelligence literacy than those who rarely, sometimes, or often use them. These findings show that teacher candidates' awareness of generative artificial intelligence is increasing and that they have the potential to use this technology effectively in an educational context. Keywords: Artificial Intelligence, Artificial Intelligence Literacy, Teacher training