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This study examines self-perceived AI literacy levels and attitudes toward AI integration in education among 314 undergraduate students in primary education at the University of Florence, using a validated questionnaire. Predominantly young and female, these future educators show limited, surface-level knowledge of AI, although they recognize its potential benefits for specific educational tasks. The findings reveal a cautious openness to using AI for administrative duties and lesson planning, appreciating its capacity to enhance efficiency. However, reservations remain regarding AI’s role in more personalized, human-centered tasks, such as emotional support and critical decision-making. Ethical concerns and fears of job displacement are recurring themes, emphasizing the need for a balanced approach that harnesses AI’s advantages without compromising essential human aspects of teaching. The study underscores the importance of comprehensive AI literacy programs in teacher training curricula to prepare educators for a technology-rich educational landscape. By highlighting the need to equip future teachers with both the knowledge and ethical frameworks to navigate AI integration effectively, this study adds valuable insights to the discourse on AI in education.

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Toward AI Literacy: How Future Educators View the Role of Artificial Intelligence in Schools

  • 会议论文

  • 发表日期：

    2025年

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  • Ranieri Maria,
  • Biagini Gabriele,
  • Stefano Cuomo

摘要

This study examines self-perceived AI literacy levels and attitudes toward AI integration in education among 314 undergraduate students in primary education at the University of Florence, using a validated questionnaire. Predominantly young and female, these future educators show limited, surface-level knowledge of AI, although they recognize its potential benefits for specific educational tasks. The findings reveal a cautious openness to using AI for administrative duties and lesson planning, appreciating its capacity to enhance efficiency. However, reservations remain regarding AI’s role in more personalized, human-centered tasks, such as emotional support and critical decision-making. Ethical concerns and fears of job displacement are recurring themes, emphasizing the need for a balanced approach that harnesses AI’s advantages without compromising essential human aspects of teaching. The study underscores the importance of comprehensive AI literacy programs in teacher training curricula to prepare educators for a technology-rich educational landscape. By highlighting the need to equip future teachers with both the knowledge and ethical frameworks to navigate AI integration effectively, this study adds valuable insights to the discourse on AI in education.