Evaluation of Artificial Intelligence Literacy Dimensions of Teachers in the Education System, Iran

Document Type : Research Article

Author

Department of Management and Accounting, College of Farabi, University of Tehran, Qom, Iran

Abstract

As artificial intelligence in education has received special attention as a critical technological skill in the 21st century, it is necessary for teachers to be artificial intelligence literate to equip their students with the necessary capabilities to lead the digital world through artificial intelligence-based technologies. The purpose of this study is to evaluate the artificial intelligence literacy dimensions of teachers in the education system in Iran. The research approach is quantitative and the survey method is used. The statistical population included all teachers in the Iranian education system, whose number was about 1000000 people. The sampling method was random cluster and Cochran's formula was used to determine the sample size and the total number of samples was 384. Data was collected using Wang et al, Artificial Intelligence Literacy Assessment Questionnaire (2022). Data was analyzed by descriptive statistical methods and inferential statistics such as one-sample t-test and multivariate analysis of variance. The results showed that the level of AI literacy of teachers was average in the dimensions of AI awareness (5.10), AI usage (4.62), AI evaluation (5.39), and AI ethics (5.10). Policymakers and planners of the education system should consider measures to expose current and future teachers to learning and using various artificial intelligence programs, with an emphasis on cultivating a creative mindset. Furthermore, Key decision-makers should prioritize cultivating a culture in professional development programs that emphasize AI trust and a tendency to promote the level of knowledge and the responsible and critical use of artificial intelligence.

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References

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Organizational Culture Management
Volume 24, Issue 2
July 2026
Pages 181-196

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