The effect of the artificial intelligence–supported digital storytelling process on preservice teachers' 21st century skills self-efficacy perception, artificial intelligence awareness, and natural disaster awareness

The purpose of this study is to determine the effects of the process of creating digital stories on natural disasters with artificial intelligence support on science teacher candidates' perceptions of self-efficacy in 21st century skills, artificial intelligence awareness, and natural disaster awareness. An explanatory sequential design, one of the mixed methods, was used in the study, where quantitative data was supported by qualitative data. In the quantitative dimension, the effect of the experimental procedure, conducted using a pre-test-post-test single-group design, was tested on a single group. In the qualitative dimension, the interview technique was used. The study group was determined using convenience sampling, one of the purposive sampling methods. Twenty third-year teacher candidates studying in the Science Education Department of a state university in the Southeast Anatolia Region participated in the study. The experimental process was carried out over 14 teaching hours. Quantitative data were collected using the '21st Century Skills Self-Efficacy Perception Scale (21YYBÖAÖ), Artificial Intelligence Awareness Scale (YZFÖ) and Disaster Awareness Perception Scale (ABAÖ)'; qualitative data was collected using the 'Interview Form Regarding the Digital Story Creation Process.' Statistical software was used to analyse the quantitative data, while content analysis was used to analyse the qualitative data. The results of the research revealed that the analysis of quantitative data showed a significant difference between the pre-test and post-test scores of teacher candidates regarding their perceptions of 21st-century skills self-efficacy, artificial intelligence (AI) awareness, and natural disaster awareness, and that the intervention had a high level of impact. The analysis of qualitative data revealed that digital storytelling contributed to disaster awareness in terms of cognitive awareness by researching the subject, reinforcing existing knowledge, and eliminating misconceptions. In terms of affective gains, it was found that participants internalised events, developed empathy, and gained experience in constructively explaining a difficult subject such as disasters. Digital storytelling also made a significant contribution to the development of 21st-century skills; in particular, skills in ICT literacy, creativity, and digital content production were observed to have developed. Despite initial technical difficulties and prejudices in the use of artificial intelligence tools, awareness and effective use skills have increased, and participants have recognised the value of the efficiency, different perspectives, and creativity potential provided by artificial intelligence. Based on the research findings, it is recommended that AI be integrated into education and that the use of AI-supported digital storytelling in disaster education be promoted in schools.