Investigation of the relationship between teachers' artificial intelligence literacy, individual innovativeness, and attitudes towards artificial intelligence

This study is a correlational research aiming to examine the relationships between teachers' artificial intelligence literacy, their attitudes toward artificial intelligence, and their levels of individual innovativeness. Conducted in 2024, the research included a total of 273 teachers from various subject areas. Participants were asked to complete an online questionnaire consisting of a demographic information form and three separate measurement tools. Artificial intelligence literacy, individual innovativeness, and attitudes toward artificial intelligence were measured using valid and reliable scales. Parametric tests were used for data analysis; relationships between variables were examined using Pearson correlation analysis, while group differences were analyzed using independent samples t-tests and one-way analysis of variance (ANOVA). In cases where significant differences were identified, the Tukey Honestly Significant Difference (Tukey HSD) post-hoc test was applied to determine the direction of these differences. According to the results, a significant and positive relationship was found between teachers' artificial intelligence literacy and their positive attitudes toward artificial intelligence (r = .38, p < .001). Similarly, significant positive correlations were observed between artificial intelligence literacy and individual innovativeness (r = .252, p < .001), as well as between positive attitudes toward artificial intelligence and levels of individual innovativeness (r = .448, p < .001). The findings indicate that teachers' positive perspectives on artificial intelligence and their competency levels support the adoption and effective use of these technologies in educational settings. Moreover, it was concluded that there is a meaningful relationship between artificial intelligence literacy and teachers' attitudes and behavioral intentions toward the use of artificial intelligence technologies. This study suggests that enhancing educators' positive attitudes and literacy regarding artificial intelligence can contribute significantly to the adoption and effective integration of artificial intelligence in education, thereby improving educational quality and fostering societal progress.