The Mediating Role of Artificial Intelligence Use in the Relationship Between Digital Literacy and Artificial Intelligence Learning Intentions in Mathematics Teachers

Year 2026, Volume: 34 Issue: 1, 53 - 66, 31.01.2026

Cem Kurdal , Abdullah Kaplan

https://doi.org/10.24106/kefdergi.1877948

Abstract

Purpose: The increasing integration of artificial intelligence (AI) technologies into educational environments has emphasized the need to evaluate teachers’ digital literacy and their intentions to engage with these tools. This study aims to explore the mediating role of mathematics teachers’ perceptions of AI usage in the relationship between their digital literacy and intentions to learn AI.
Method: A correlational survey design was adopted with a sample of 476 mathematics teachers from various regions of Türkiye. Data were collected online using validated measurement tools for digital literacy, perceived AI use, and AI learning intention. Statistical analyses were performed using SPSS and Hayes' PROCESS macro, including descriptive statistics and correlation analysis. The default mediating effect model was tested using regression-based mediating effect analysis with bootstrap confidence intervals for indirect effects.
Findings: The results indicated a significant and positive relationship between digital literacy and AI learning intentions. Furthermore, perceptions of AI use were found to partially mediate this relationship. These findings suggest that teachers with higher digital literacy are more likely to develop stronger intentions to learn AI, both directly and through enhanced perceptions of AI usage.
Highlights: The study underscores the pivotal role of digital literacy in shaping mathematics teachers’ intentions to learn about AI. Findings reveal that teachers with higher digital competencies are more inclined to pursue AI learning opportunities, both directly and through their perceptions of AI usage. The partial mediating effect of AI usage perception highlights the importance of fostering not only technical skills but also positive attitudes toward AI integration. These results emphasize the need for professional development programs that simultaneously enhance digital competencies and equip teachers with the knowledge and confidence to integrate AI tools effectively. The outcomes provide valuable evidence to guide educational policymakers and practitioners in designing targeted training initiatives aimed at promoting AI readiness in teaching.

Keywords

Artificial Intelligence Learning Intention , AI Use , Digital Literacy , Mathematics Teachers

Matematik Öğretmenlerinde Dijital Okuryazarlık ve Yapay Zeka Öğrenme Niyetleri Arasındaki İlişkide Yapay Zeka Kullanımının Aracılık Rolü

Abstract

Amaç: Yapay zekâ (YZ) teknolojilerinin eğitim ortamlarına giderek daha fazla entegre edilmesi, öğretmenlerin dijital okuryazarlıklarının ve bu teknolojilerle etkileşim niyetlerinin değerlendirilmesini gerekli kılmaktadır. Bu çalışma, matematik öğretmenlerinin dijital okuryazarlıkları ile YZ öğrenme niyetleri arasındaki ilişkide YZ kullanımı algısının aracılık rolünü incelemeyi amaçlamaktadır.
Yöntem: Türkiye'nin çeşitli bölgelerinden 476 matematik öğretmeninden oluşan bir örneklemle korelasyonel bir anket tasarımı benimsenmiştir. Veriler, dijital okuryazarlık, algılanan yapay zekâ kullanımı ve yapay zekâ öğrenme niyeti için geçerliliği kanıtlanmış ölçüm araçları kullanılarak çevrimiçi olarak toplanmıştır. İstatistiksel analizler, betimsel istatistikler ve korelasyon analizi de dahil olmak üzere SPSS ve Hayes'in PROCESS makrosu kullanılarak gerçekleştirilmiştir. Varsayılan aracı etki modeli, dolaylı etkiler için bootstrap güven aralıklarıyla regresyon tabanlı aracı etki analizi kullanılarak test edilmiştir.
Bulgular: Bulgular, dijital okuryazarlık ile YZ öğrenme niyeti arasında anlamlı ve pozitif bir ilişki olduğunu göstermiştir. Ayrıca, YZ kullanımı algısının bu ilişkide kısmi aracılık etkisine sahip olduğu belirlenmiştir. Bu durum, dijital okuryazarlığı yüksek olan öğretmenlerin hem doğrudan hem de YZ kullanımı algıları üzerinden YZ öğrenme niyetlerinin güçlendiğini ortaya koymaktadır.
Önemli Vurgular: Bu çalışma, dijital okuryazarlığın matematik öğretmenlerinin YZ öğrenme niyetlerinin şekillenmesinde kritik bir rol oynadığını vurgulamaktadır. Bulgular, dijital yeterlilikleri yüksek olan öğretmenlerin YZ öğrenme fırsatlarını değerlendirme konusunda daha istekli olduklarını ve bu istekliliğin YZ kullanımı algıları aracılığıyla pekiştiğini göstermektedir. YZ kullanımı algısının kısmi aracılık etkisi, yalnızca teknik becerilerin değil, aynı zamanda YZ entegrasyonuna yönelik olumlu tutumların da geliştirilmesi gerektiğini ortaya koymaktadır. Bu sonuçlar, öğretmenlerin dijital yeterliliklerini güçlendirecek ve YZ araçlarını etkili biçimde ders süreçlerine entegre etmelerini sağlayacak hizmet içi eğitim programlarının önemine işaret etmektedir. Çalışma, eğitim politikaları ve uygulamaları için YZ’ye hazır olma kapasitesini artırmaya yönelik hedefli eğitim girişimlerine dair önemli kanıtlar sunmaktadır.

Keywords

Yapay Zeka Öğrenme Niyeti , YZ Kullanimi , Dijital Okuryazarlik , Matematik Öğretmenleri

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