CoChat
Sign Up
Cited by 33

Exploring Teacher Awareness of Artificial Intelligence in Education: A Case Study from Northern Cyprus

Güneyli, Ahmet, Burgul, Nazım Serkan, Dericioğlu, Sonay, Cenkova, Nazan, Becan, Sinem, Şimşek, Şeyma Elif, Güneralp, Hüseyin·2024·European Journal of Investigation in Health, Psychology and Education
DOI 10.3390/ejihpe14080156PMC PMC11354280
Open this paper in CoChat — free account

Abstract

This study investigates the level of awareness among teachers regarding the use of artificial intelligence (AI) in education, focusing on whether this awareness varies according to socio-demographic characteristics, access to technology, and specific knowledge and beliefs about AI. Conducted in Northern Cyprus during the 2023–2024 academic year, this study employed a survey model with purposive and snowball sampling methods, involving 164 teachers. Teachers at different levels, namely, primary school, secondary school, high school, and university, were included in this study. The “Artificial Intelligence Awareness Scale”, developed by Ferikoğlu and Akgün (2022), was used to measure AI awareness. Data normality was verified through skewness and kurtosis values, allowing for parametric statistical tests such as t-tests, one-way ANOVA, logistic regression, and chi-square analysis. This study explored the distribution of AI use across different school types and educational levels and assessed the impact of sub-dimensions of AI awareness on its application in teaching. Findings revealed no significant influence of teacher demographics (age, gender, education level, type of school, institution level, and monthly income) on AI awareness. However, usage patterns indicated that university lecturers were more likely to incorporate AI in their teaching, followed by primary and high school teachers, with secondary school teachers using it the least. A Multilayer Neural Network Analysis identified practical knowledge as the most critical factor influencing the use of AI in teaching (importance weight of 0.450), followed by beliefs and attitudes (0.298), relatability (0.148), and theoretical knowledge (0.104). These results highlight the importance of practical knowledge for fostering AI integration in educational practices, underscoring significant implications for teacher training and professional development programs.

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Integrity signals

Registry

Crossref · 10.3390/ejihpe14080156

Cites

9 of 9 references verified0 citation errors · 0 not checkable

Statistics

Claims the paper makes

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

The self-check needs the paper’s full text.

Cites

Flagged first, then by citations

Research works printed but not linked: 44

  1. [1]Kordon A.K. Data science based on artificial intelligence Applying Data Science Springer Cham, Switzerland 2020 10.1007/978-3-030-36375-8_1 · DOI
  2. [2]Goertzel B. Artificial general intelligence: Concept, state of the art, and future prospects J. Artif. Gen. Intell. 2014 5 1 10.2478/jagi-2014-0001 · DOI
  3. [4]Pratama M.P. Sampelolo R. Lura H. Revolutionizing education: Harnessing the power of artificial intelligence for personalized learning Klasikal J. Educ. Lang. Teach. Sci. 2023 5 350 357 10.52208/klasikal.v5i2.877 · DOI
  4. [5]Vinuesa R. Azizpour H. Leite I. Balaam M. Dignum V. Domisch S. Felländer A. Langhans S.D. Tegmark M. Fuso Nerini F. The role of artificial intelligence in achieving the Sustainable Development Goals Nat. Commun. 2020 11 233 10.1038/s41467-019-14108-y 31932590 PMC6957485 · DOI · Paper page
  5. [7]Coşkun F. Gülleroğlu H.D. Development of artificial intelligence in history and its usage in education Ank. Univ. J. Fac. Educ. Sci. 2021 54 947 966 10.30964/auebfd.916220 · DOI
  6. [10]Akdeniz M. Özdinç F. Examination of Turkey addressing studies regarding artificial intelligence in education YYU J. Educ. Fac. 2021 18 912 932 10.33711/yyuefd.938734 · DOI
  7. [12]Luckin R. Machine Learning and Human Intelligence: The Future of Education for the 21st Century UCL IOE Press Cambridge, UK 2018
  8. [14]Holt K. Innovation: A Challenge to the Engineer Elsevier Amsterdam, The Netherlands 1987
  9. [15]Agarwal R. Ahuja M. Carter P.E. Gans M. Early and late adopters of IT innovations: Extensions to innovation diffusion theory Proceedings of the DIGIT Conference Tallahassee, FL, USA 15 September 1998 Volume 1 18 32
  10. [16]Urtasun A. Empowering undergraduates through machine learning Ind. High. Educ. 2023 37 443 447 10.1177/09504222221124498 · DOI
  11. [17]Maghsudi S. Lan A. Xu J. van Der Schaar M. Personalized education in the artificial intelligence era: What to expect next IEEE Signal Process. Mag. 2021 38 37 50 10.1109/MSP.2021.3055032 · DOI
  12. [18]Tapalova O. Zhiyenbayeva N. Artificial intelligence in education: AIEd for personalised learning pathways Electron. J. E-Learn. 2022 20 639 653 10.34190/ejel.20.5.2597 · DOI
  13. [20]Fernoaga V. Stelea G.A. Gavrila C. Sandu F. Intelligent education assistant powered by chatbots Proceedings of the 14th International Scientific Conference eLearning and Software for Education Bucharest, Romania 19–20 April 2018 10.12753/2066-026X-18-122 · DOI
  14. [21]Khidir M.L.M. Sa’ari S.N.S. Chatbot as an educational support system EPRA Int. J. Multidiscip. Res. (IJMR) 2022 8 182 185 10.36713/epra10328 · DOI
  15. [22]Li B. Peng M. Integration of an AI-based platform and flipped classroom instructional model Hindawi Sci. Program. 2022 2022 2536382 10.1155/2022/2536382 · DOI
  16. [23]Priyaadharshini M. Maiti M. Learning analytics: Gamification in flipped classroom for higher education J. Eng. Educ. Transform. 2023 37 106 119 10.16920/jeet/2023/v37i1/23137 · DOI
  17. [24]Suryanti R. Jahidin J. Fadlil M. Artificial intelligence in education: Bibliometric and systematic literature review from 2019–2024 Int. Educ. Trend Issues 2024 2 231 255 10.56442/ieti.v2i2.647 · DOI
  18. [25]Ferikoğlu D. Akgün E. An investigation of teachers’ artificial intelligence awareness: A scale development study Malays. Online J. Educ. Technol. 2022 10 215 231 10.52380/mojet.2022.10.3.407 · DOI
  19. [32]Rogers E.M. Diffusion of Innovations 5th ed. Free Press New York, NY, USA 2003
  20. [36]Khare K. Stewart B. Khare A. Artificial intelligence and the student experience: An institutional perspective Int. Acad. Forum (IAFOR) 2018 6 63 78 10.22492/ije.6.3.04 · DOI
  21. [37]Chatwal M. Garg V. Rajput N. Role of AI in the education sector Lloyd Bus. Rev. 2023 2 1 7 10.56595/lbr.v2i1.11 · DOI
  22. [38]Ottenbreit-Leftwich A. Glazewski K. Jeon M. Hmelo-Silver C. Mott B. Lee S. Lester J. How do elementary students conceptualize artificial intelligence? Proceedings of the 52nd ACM Technical Symposium on Computer Science Education Virtual Event, USA 13–20 March 2021 1261 10.1145/3408877.3439642 · DOI
  23. [39]Ojeda-Bazaran M.-J. Chamba-Eras L. Coronel-Romero E. Labanda-Jaramillo M. Conde-Zhingre L. Irene-Robalin D. Fierro-Saltos W. Orellana-Malla A. Romero-Flores M. Cueva-Alvarado G. State of the art of teaching-learning of artificial intelligence at early ages Proceedings of the 2021 XVI Latin American Conference on Learning Technologies (LACLO) Arequipa, Peru 19–21 October 2021 165 172 10.1109/LACLO54177.2021.00024 · DOI
  24. [40]Van V.T.H. Nga P.T. Linh K.T.T. Legal policies on E-learning at higher-education level in Vietnam Int. J. Sci. Manag. Res. 2022 5 138 144 10.37502/IJSMR.2022.5513 · DOI
  25. [41]Indriyani D. Solihati K.D. An overview of Indonesian’s challenging future Proceedings of the 2nd International Conference on Administration Science 2020 (ICAS 2020) Atlantis Press Amsterdam, The Netherlands 2020 279 284 10.2991/assehr.k.210629.053 · DOI
  26. [42]İşler B. Kılıç M.Y. The use and development of artificial intelligence in education e-J. New Media 2021 5 1 11 10.17932/IAU.EJNM.25480200.2021/ejnm_v5i1001 · DOI
  27. [46]Osetskyi V. Vitrenko A. Tatomyr I. Bilan S. Hirnyk Y. Artificial intelligence application in education: Financial implications and prospects Financ. Credit Act. Probl. Theory Pract. 2020 2 574 584 10.18371/fcaptp.v2i33.207246 · DOI
  28. [49]How M.L. Hung W.L.D. Educing AI-Thinking in Science, Technology, Engineering, Arts, and Mathematics (STEAM) Education Educ. Sci. 2019 9 18 10.3390/educsci9030184 · DOI · Paper page
  29. [50]Kasepalu R. Prieto L.P. Ley T. Chejara P. Teacher artificial intelligence-supported pedagogical actions in collaborative learning coregulation: A wizard-of-oz study Front. Educ. 2022 7 736194 10.3389/feduc.2022.736194 · DOI
  30. [51]Lindner A. Romeike R. Teachers’ perspectives on artificial intelligence Proceedings of the ISSEP 2019—12th International Conference on Informatics in Schools: Situation, Evaluation and Perspectives, Local Proceedings 2019 Larnaca, Cyprus 18–20 November 2019 22 29
  31. [52]Xue Y. Wang Y. Retracted: Artificial intelligence for education and teaching Wirel. Commun. Mob. Comput. 2023 4750018 10.1155/2022/4750018 · DOI
  32. [53]Shanag K.A. Ghalyoun A.M. Level of awareness of Sana’a University faculty members in employing AI applications in education and their attitudes towards it J. Humanit. Soc. Sci. (JHS) 2023 5 514 10.59628/jhs.v5i2.514 · DOI
  33. [54]Chan C.K.Y. Tsi L.H.Y. The AI revolution in education: Will AI replace or assist teachers in higher education? arXiv 2023 2305.01185 10.48550/arXiv.2305.01185 · DOI · Paper page
  34. [56]Çetin M. Aktaş A. Artificial intelligence and future scenarios in education Int. J. Soc. Res. 2021 11 4225 4268 10.26466/opus.911444 · DOI
  35. [59]Köse B.B. Radıf H. Uyar B. Baysal İ. Demirci N. The importance of artificial intelligence in education according to teachers’ views J. Soc. Humanit. Adm. Sci. (JOSHAS) 2024 9 4203 4209 10.29228/JOSHAS.74125 · DOI
  36. [63]Şanlı A. Ateş E. Bayburtlu N. Bektaş M. Özdemir K. Yapay zeka kullanımında öğretmen eğilimleri [Teacher trends in the use of artificial intelligence] Int. J. Soc. Sci. 2023 7 206 222 10.52096/usbd.7.28.15 · DOI
  37. [65]Tabachnick B.G. Fidell L.S. Ullman J.B. Using Multivariate Statistics Pearson Boston, MA, USA 2013 Volume 6 497 516
  38. [68]Osman Z. Khan B.N.A. Ismail M.N. Yusoff Y. Alwi N.H. Jodi K.H.M. Artificial intelligence usage in higher education: Academicians’ perspective Int. J. Acad. Res. Account. Financ. Manag. Sci. 2023 13 265 280 10.6007/IJARAFMS/v13-i4/19391 · DOI
  39. [69]Hew K.F. Brush T. Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research Educ. Technol. Res. Dev. 2007 55 223 252 10.1007/s11423-006-9022-5 · DOI
  40. [70]Ertmer P.A. Ottenbreit-Leftwich A.T. Sadik O. Sendurur E. Sendurur P. Teacher beliefs and technology integration practices: A critical relationship Comput. Educ. 2012 59 423 435 10.1016/j.compedu.2012.02.001 · DOI · Paper page
  41. [71]Voogt J. Knezek G. Cox M. Knezek D. ten Brummelhuis A. Under which conditions does ICT have a positive effect on teaching and learning? A call to action J. Comput. Assist. Learn. 2013 29 4 14 10.1111/j.1365-2729.2011.00453.x · DOI · Paper page
  42. [72]Howard S.K. Tondeur J. Siddiq F. Scherer R. Ready, set, go! Profiling teachers’ readiness for online teaching in secondary education Technol. Pedagog. Educ. 2021 30 141 158 10.1080/1475939X.2020.1839543 · DOI
  43. [73]Zhang S. Zhao X. Zhou T. Kim J.H. Do you have AI dependency? The roles of academic self-efficacy, academic stress, and performance expectations on problematic AI usage behavior Int. J. Educ. Technol. High. Educ. 2024 21 34 10.1186/s41239-024-00467-0 · DOI · Paper page
  44. [74]Ng D.T.K. Leung J.K.L. Su M.J. Yim I.H.Y. Qiao M.S. Chu S.K.W. AI literacy from educators’ perspectives AI Literacy in K-16 Classrooms Springer International Publishing Cham, Switzerland 2022 131 139

Cited by

Sorted by citations

Authors
Güneyli, A., Burgul, N. S., Dericioğlu, S., Cenkova, N., Becan, S., Şimşek, Ş. E., & Güneralp, H.
Affiliations
  • Faculty of Education, European University of Lefke, Lefke 99728, Northern Cyprus, Mersin 10, Türkiye
  • Faculty of Sports Sciences, Near East University, Lefkoşa 99138, Northern Cyprus, Mersin 10, Türkiye
  • Faculty of Education, University of Mediterranean Karpasia, Lefkoşa 99010, Northern Cyprus, Mersin 10, Türkiye
  • Atatürk Teacher Training Academy, Lefkoşa 99010, Northern Cyprus, Mersin 10, Türkiye
ORCID
Güneyli, Ahmet
Venue
European Journal of Investigation in Health, Psychology and Education
Publisher
MDPI AG
Published
2024-08-12
Volume
14
Issue
8
Pages
2358-2376
ISSN
2254-9625
DOI
10.3390/ejihpe14080156
PMC
PMC11354280
Cited by
33
References
9
Language
en
Licence
creativecommons.org/licenses/by/4.0/ (vor)

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review