Tomorrow's Teachers and Artificial Intelligence: Exploring Attitudes and Perceptions of Turkish Prospective Social Studies Teachers

Abstract

Over the past few years, artificial intelligence (AI) has become one of the prominent concepts closely associated with education. Despite this proximity, studies exploring the attitudes and perceptions of prospective teachers towards AI are still scarce. In this point, the research aims to investigate the attitudes and perceptions of prospective social studies teachers towards AI. The research was carried out using the convergent parallel design, one of the mixed research methods. Study findings revealed that prospective teachers' attitudes towards AI differ according to the variable of perceived AI knowledge. Accordingly, those who described their knowledge about AI as high exhibited significantly more positive attitudes compared to those with average and low knowledge. In addition, it was determined that the positive attitudes of male prospective teachers were significantly higher than female prospective teachers, and their negative attitudes were significantly lower. However, it was found that positive and negative attitudes did not differ significantly according to the variables of grade level and daily internet usage. On the other hand, the responses of the prospective teachers to the qualitative questions indicated a significant lack of understanding regarding the definition and scope of AI. It was observed that a significant number of pre-service teachers’ definitions on AI were theoretically baseless. Many of them highlighted that AI could become a major threat in the future. Despite their concerns, they struggled to identify a specific reason behind these potential threats. Moreover, most prospective teachers could not provide examples of AI technology other than dialog systems such as ChatGPT and Siri applications. Although they gave examples of different types of applications supported by AI, they could not sufficiently explain the AI systems on which these applications are based. All these results are evaluated as a situation that reveals the necessity of AI education for prospective teachers.

Keywords

• Artificial intelligence
• Prospective teachers
• Social studies

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