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Abstract
Artificial intelligence literacy is recognised as a sub-branch of digital literacy or technology literacy. This literacy is important due to artificial intelligence, which continues to spread in our age. A study examining the artificial intelligence literacy of classroom teachers has not been found in the literature, so there is a need for such a study. In this study, it was aimed to examine the artificial intelligence literacy levels of classroom teachers and artificial intelligence literacy levels in terms of various variables. The sample of the study is the classroom teachers working in Diyarbakır in the 2024-2025 academic year, selected by convenience sampling. The data were collected with the ‘Personal Information Form’ and ‘Artificial Intelligence Literacy Scale’. The artificial intelligence literacy scale is a 12-item and 4-subdimensional scale adapted into Turkish by Polatgil and Güler (2023). The data were analysed with SPSS 22.0. Descriptive statistics and parametric tests were used to analyse the data. When the findings of the study are analysed, it is seen that the artificial intelligence literacy levels of classroom teachers are high, and there is no significant difference between artificial intelligence literacy levels and gender, educational status, or age. It is seen that there is a significant difference between the artificial intelligence literacy levels of classroom teachers and professional seniority, and this difference is in favour of younger teachers with 1–5 years of professional seniority. Suggestions are given at the end of the study.
