Examining the relationship between I-TPACK skills and artificial intelligence literacy among pre-service primary school teachers: the mediating role of attitudes towards artificial intelligence

This study examined the relationship between intelligent-technological pedagogical and content knowledge (I-TPACK) skills and artificial intelligence literacy (AIL) among pre-service primary school teachers, focusing on the mediating role of general attitudes towards artificial intelligence (GAAI). Data were collected from 556 pre-service teachers enrolled in undergraduate primary education programmes in Türkiye using the ‘Intelligent-TPACK Scale’, ‘AIL Scale’ and ‘GAAIS’. Descriptive statistics, confirmatory factor analysis and structural equation modelling were employed for data analysis. Variables showed significant correlations, ranging from weak to high in positive and negative directions. Path analysis revealed that I-TPACK skills significantly predicted pre-service teachers’ positive and negative attitudes towards AI and their AIL. Furthermore, positive attitude towards artificial intelligence (PAAI) was a positive and significant mediator between I-TPACK and AIL, whereas the mediating effect of negative attitude was not significant. The results emphasise that strengthening teachers’ technological pedagogical skills and fostering PAAI are essential for improving AIL.