Investigation of Artificial Inteligence Awareness Among Pre-Service Teachers With Cluster Analysis

Abstract

This study investigates the patterns of artificial intelligence (AI) awareness among pre-service teachers at Mersin University, using both descriptive and inferential analyses to examine the levels of knowledge and attitudes towards AI. Understanding educators' AI awareness is essential as AI is increasingly integrated into education. A sample of 117 pre-service teachers completed the Artificial Intelligence Awareness Scale for Teachers, measuring Practical Knowledge, Beliefs and Attitudes, Attitude to Association, and Theoretical Knowledge. Statistical analysis were conducted to assess differences in AI awareness across demographic variables, including gender, academic department, and technology use. In addition, cluster analysis was performed, revealing three distinct clusters: (1) a moderate-awareness cluster, characterized by average levels of AI knowledge and attitudes across all dimensions; (2) a low-awareness cluster, characterized by limited AI knowledge and neutral-to-negative attitudes; and (3) a high-awareness cluster, characterized by strong AI knowledge and positive attitudes toward artificial intelligence. The findings that technology usage significantly influences pre-service teachers' AI awareness levels, whereas demographic factors such as gender and academic department do not. The results emphasize the need for differentiated AI training within teacher preparation programs, suggesting foundational AI literacy training for lower-awareness groups and more advanced content for those already possessing higher awareness.