An examination of the relationship between teachers' acceptance of artificial intelligence in education and their artificial intelligence anxiety and attitudes

This study is correlational research aiming to examine the relationships between teachers' concerns about artificial intelligence and their acceptance and attitudes toward artificial intelligence. The research, conducted in 2024, involved a total of 218 teachers from different provinces and disciplines across Turkey. Participants were asked to complete a personal information form containing demographic information and three separate measurement tools online via Google Forms. Artificial intelligence anxiety, acceptance of artificial intelligence, and attitudes toward artificial intelligence were measured using valid and reliable scales. Parametric tests were used in the analysis of the data; the relationships between variables were examined using Pearson correlation analysis, while group differences were examined using the independent samples t-test and one-way ANOVA. According to the research results, the correlations between anxiety, acceptance, and attitude related to artificial intelligence show statistically significant relationships between all variables (p <0.01). There is a negative and significant correlation between artificial intelligence anxiety and artificial intelligence acceptance. A strong and significant negative correlation was also found between AI anxiety and AI attitude There is a very strong and significant positive correlation between AI acceptance and AI attitude. Furthermore, the results obtained indicate that educational and institutional interventions aimed at reducing concerns about artificial intelligence and increasing acceptance levels can be effective in developing positive attitudes. In this context, the study provides a theoretical basis for future research and serves as a guide for policies and practices aimed at promoting the widespread use of artificial intelligence applications.