AI knowledge, AI reliance, and attitudes toward AI use in academic work: A cross-sectional study of preservice English teachers
Teaching and Teacher Education, cilt.182, 2026 (SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 182
- Basım Tarihi: 2026
- Doi Numarası: 10.1016/j.tate.2026.105802
- Dergi Adı: Teaching and Teacher Education
- Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, IBZ Online, Periodicals Index Online, Educational research abstracts (ERA), Psycinfo
- Anahtar Kelimeler: Academic integrity, AI literacy, AI reliance, Attitudes toward AI use, Cross-sectional study, Preservice teachers, Teacher education
- Çanakkale Onsekiz Mart Üniversitesi Adresli: Evet
Özet
This study examined how preservice teachers’ AI-related knowledge relates to AI reliance and attitudes toward AI use in academic work. Using a cross-sectional correlational design, data from 202 preservice English language teachers at a Turkish state university were analyzed with mediation and moderation models. Participants reported high AI-related knowledge, moderate AI reliance in reading and writing, and ethically ambivalent attitudes. Knowledge predicted reliance but not these attitudes directly, and mediation analyses showed reliance statistically accounted for the knowledge–attitudes association, whereas knowledge did not moderate the reliance–attitude link. Behavioral reliance, rather than knowledge, was most closely associated with these attitudes, underscoring the need to integrate academic integrity into AI-related teacher education. Because the design is cross-sectional and correlational and the attitudes measure may partly capture general openness to AI rather than tolerance of misconduct, the indirect pathway reflects an association rather than causation, and the single-institution sample limits generalizability.