Cross-Cultural Patterns in Artificial Intelligence Literacy Development: Investigating Country and Gender Differences Among Pre-Service Teachers in Germany and Türkiye

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dc.authorid0000-0001-8911-3463
dc.authorid0000-0003-3232-3923
dc.authorid0000-0003-1475-4260
dc.authorid0000-0002-6086-9002
dc.contributor.authorAksoy, Meltem
dc.contributor.authorAksoy, Dilara Arzugul
dc.contributor.authorPolat, Elif
dc.contributor.authorHopcan, Sinan
dc.contributor.authorBush, Annika
dc.date.accessioned2026-02-28T12:18:00Z
dc.date.available2026-02-28T12:18:00Z
dc.date.issued2026
dc.departmentBayburt Üniversitesi
dc.description.abstractAs artificial intelligence (AI) rapidly transforms educational landscapes worldwide, developing AI literacy among pre-service teachers has become increasingly crucial for effective classroom integration and responsible implementation. This comparative study examines AI literacy levels among pre-service teachers in T & uuml;rkiye (Turkey officially changed its name to T & uuml;rkiye in a 2022 letter to the UN, with the change taking immediate effect. See here) and Germany, addressing a critical gap in cross-cultural educational research. Using the Scale for the Assessment of Non-Experts' AI Literacy (SNAIL), we analysed data from 605 participants through correlation, ANOVA and MANOVA methods. Our findings reveal significant effects of both country and gender on AI literacy development, with German participants demonstrating higher overall literacy scores than their Turkish counterparts, particularly in critical appraisal and practical application dimensions. Conversely, Turkish participants exhibited stronger technical understanding. Across both countries, male participants consistently achieved higher AI literacy scores than females, though this gender gap was most pronounced in technical understanding. The country variable emerged as the more influential factor across all subdimensions. These results highlight the interplay between educational systems, cultural contexts and gender on AI literacy acquisition, offering valuable insights for teacher education programs seeking to prepare educators for increasingly AI-integrated learning environments.
dc.description.sponsorshipProjekt DEAL
dc.description.sponsorshipOpen Access funding enabled and organized by Projekt DEAL.
dc.identifier.doi10.1111/ejed.70454
dc.identifier.issn0141-8211
dc.identifier.issn1465-3435
dc.identifier.issue1
dc.identifier.urihttps://doi.org/10.1111/ejed.70454
dc.identifier.urihttps://hdl.handle.net/20.500.12403/6071
dc.identifier.volume61
dc.identifier.wosWOS:001659496500001
dc.identifier.wosqualityQ1
dc.indekslendigikaynakWeb of Science
dc.language.isoen
dc.publisherWiley
dc.relation.ispartofEuropean Journal of Education
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_WoS_20260218
dc.subjectAI in education
dc.subjectAI literacy
dc.subjectcross-cultural comparison
dc.subjectgender differences
dc.subjectpre-service teachers
dc.titleCross-Cultural Patterns in Artificial Intelligence Literacy Development: Investigating Country and Gender Differences Among Pre-Service Teachers in Germany and Türkiye
dc.typeArticle

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