Exploring the artificial intelligence anxiety and machine learning attitudes of teacher candidates

With the advancement of artificial intelligence (AI) and machine learning (ML) techniques, attitudes towards these two fields have begun to gain importance in different professions. One of the affected professions is undoubtedly the teaching profession. Increasing the levels of concern for artificial intelligence and attitudes towards machine learning has become important in order to adapt to potential technologies that will be used. The purpose of this study is to examine the anxiety related to AI and the attitudes towards ML among teacher candidates of different ages, genders, and fields. This study investigates the relationships between sub-dimensions of anxiety towards artificial intelligence and attitudes towards machine learning, as well as to identify differences in these sub-dimensions among gender, age, and department. The findings suggest that although teacher candidates from different disciplines, ages, and genders do not have any concerns regarding learning about artificial intelligence, they do express anxiety about the impact of artificial intelligence on employment rates and social life. The results of this study can be beneficial for developing instructional programs that focus on AI in the long run, considering factors such as age, personal experience, gender, and field-specific elements.

Automated summary

With the development of AI and ML, attitudes towards these fields are gaining importance in various professions, including teaching. This study examines anxiety towards AI and attitudes towards ML among teacher candidates of different ages, genders, and fields. The findings show that candidates are not concerned about learning AI but express anxiety about its impact on employment and social life. These results can guide the development of instructional programs focusing on AI, considering factors such as age, experience, gender, and field-specific elements.