Turkish adaptation of the artificial intelligence literacy and generative artificial intelligence competency scales

Abstract

The rapid integration of artificial intelligence (AI) technologies into education has brought to the fore the need to assess teachers' literacy and competencies regarding these technologies. This study aimed to adapt two scales designed to measure teachers' AI literacy and GenAI competencies for the Turkish context. A total of 451 primary school and preschool teachers participated in the study. Confirmatory factor analysis (CFA) was conducted to test the construct validity of the scales, and internal consistency coefficients were used to assess reliability. The analyses confirmed the four-factor structure of the Artificial Intelligence Literacy Scale (AILST) and the five-factor structure of the Generative Artificial Intelligence Competency Scale (T-GAIC) in the Turkish sample, and the internal consistency coefficients for all dimensions were within acceptable limits. The findings indicate that both scales are valid and reliable instruments for use in the Turkish context and can assess teachers' current levels of AI literacy and GenAI competency.