Interplay of AI Literacy, Readiness-Confidence, and Acceptance among Pre-Service Teachers in Philippine Higher Education: A Gender, Discipline, and Connectivity Perspective
DOI:
https://doi.org/10.56294/ai2025429Keywords:
AI literacy, readiness-confidence, acceptance, preservice teachers, gender difference, academic discipline, internet connectivityAbstract
This study explores the role of artificial intelligence (AI) in teacher education, focusing on preservice teachers’ preparedness for AI integration. It examined the levels of AI literacy, readiness-confidence, and acceptance among preservice teachers in Philippine higher education institutions, and investigated differences across gender, academic discipline, and internet connectivity. Using a cross-sectional survey design, data were collected from 384 preservice teachers through validated instruments that measured AI literacy, readiness-confidence, and acceptance. Analyses included descriptive statistics, independent samples t-tests, and correlation analysis. Findings revealed high readiness-confidence and moderate to high literacy and acceptance levels. Significant differences emerged, with male preservice teachers, STEM students, and those with reliable internet access reporting higher scores, particularly in readiness-confidence. Strong positive correlations among literacy, readiness-confidence, and acceptance underscored their interdependent relationship in shaping preparedness for AI integration. These results emphasize the need for tailored and inclusive AI education and training programs that address demographic and infrastructural disparities. Beyond equipping preservice teachers with skills, preparing them for AI adoption is about shaping the future of education by ensuring that tomorrow’s classrooms are led by educators who are competent, confident, and capable of driving innovation, equity, and progress in a rapidly evolving digital age.
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