The Mediating Role of Artificial Intelligence Use in the Relationship Between Digital Literacy and Artificial Intelligence Learning Intentions in Mathematics Teachers

Resumo

Purpose: The increasing integration of artificial intelligence (AI) technologies into educational environments has emphasized the need to evaluate teachers’ digital literacy and their intentions to engage with these tools. This study aims to explore the mediating role of mathematics teachers’ perceptions of AI usage in the relationship between their digital literacy and intentions to learn AI. Method: A correlational survey design was adopted with a sample of 476 mathematics teachers from various regions of Türkiye. Data were collected online using validated measurement tools for digital literacy, perceived AI use, and AI learning intention. Statistical analyses were performed using SPSS and Hayes' PROCESS macro, including descriptive statistics and correlation analysis. The default mediating effect model was tested using regression-based mediating effect analysis with bootstrap confidence intervals for indirect effects. Findings: The results indicated a significant and positive relationship between digital literacy and AI learning intentions. Furthermore, perceptions of AI use were found to partially mediate this relationship. These findings suggest that teachers with higher digital literacy are more likely to develop stronger intentions to learn AI, both directly and through enhanced perceptions of AI usage. Highlights: The study underscores the pivotal role of digital literacy in shaping mathematics teachers’ intentions to learn about AI. Findings reveal that teachers with higher digital competencies are more inclined to pursue AI learning opportunities, both directly and through their perceptions of AI usage. The partial mediating effect of AI usage perception highlights the importance of fostering not only technical skills but also positive attitudes toward AI integration. These results emphasize the need for professional development programs that simultaneously enhance digital competencies and equip teachers with the knowledge and confidence to integrate AI tools effectively. The outcomes provide valuable evidence to guide educational policymakers and practitioners in designing targeted training initiatives aimed at promoting AI readiness in teaching.

Dados da obra

Tipo

Artigo

Periódico

Kastamonu Eğitim Dergisi, v. 34, n. 1, p. 53-66

Editora

Kastamonu University

Ano

2026 (2026-01-31)

Idioma

en

Palavras-chave

artificial intelligence in education; digital literacy; mathematics teachers; mediating effect; teacher professional development; AI readiness; teacher attitudes toward AI

Temas

Formação de Professores de Matemática, Tecnologias Digitais

DOI

10.24106/kefdergi.1877948

ISSN

1300-8811, 2147-9844

Licença

cc-by

Acesso

Download disponível

Fontes

OpenAlex

Na Biblioteca desde

01/10/2026 · verificada em 03/10/2026