Individual Characteristics as Moderators in the AI Literacy–Attitude Relationship: Preservice Math Teachers

Nazire Cigdem Mutlu; Feride Ozyildirim Gumus

doi:10.55982/openpraxis.18.3.936

Individual Characteristics as Moderators in the AI Literacy–Attitude Relationship: Preservice Math Teachers

Open Praxis

Volume 18 (2026): Issue 3

By: Nazire Cigdem Mutlu and Feride Ozyildirim Gumus

Open Access

|Aug 2026

Abstract

This study aims to examine the relationship between preservice mathematics teachers’ AI literacy and their attitudes toward AI, as well as the potential moderating effects of certain individual characteristics. The research was conducted with 832 preservice mathematics teachers enrolled in mathematics teaching programs at faculties of education in six public universities. A quantitative correlational survey design was adopted. Data were collected using an AI literacy scale, an AI attitude scale, and a individual characteristics form including gender, interest in AI applications, whether they had taken a course on AI, and daily technology usage time. The results, analyzed using SPSS Process Macro, indicated a significant and moderately strong positive relationship between AI literacy and attitudes toward AI. While gender and taking an AI course did not moderate this relationship, interest in AI applications and daily technology use did show a moderating effect.¹

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Articles in this issue

DOI: https://doi.org/10.55982/openpraxis.18.3.936 | Journal eISSN: 2304-070X

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Language: English

Page range: 638 - 654

Submitted on: Jun 21, 2025

Accepted on: Dec 7, 2025

Published on: Aug 4, 2026

Published by: International Council for Open and Distance Education (ICDE)

In partnership with: Paradigm Publishing Services

Keywords:

gender,

preservice mathematics teachers,

taking course,

teacher education,

technology usage

© 2026 Nazire Cigdem Mutlu, Feride Ozyildirim Gumus, published by International Council for Open and Distance Education (ICDE)
This work is licensed under the Creative Commons Attribution 4.0 License.

Volume 18 (2026): Issue 3