Investigation of Music Teacher Candidates' Technology Integration Self-Efficacy and Artificial Intelligence Literacy
Abstract
The aim of this study is to examine the artificial intelligence (AI) literacy and technology integration self-efficacy of pre-service music teachers enrolled at various universities in Türkiye. The research employed a relational survey model, a quantitative research method. The sample consisted of 228 pre-service music teachers studying in music education departments. Data were collected using the Technology Integration Skills Scale and the Artificial Intelligence Literacy Scale.The findings revealed that participants had a high level of self-efficacy in technology integration. In terms of AI literacy, their scores were high in the awareness, evaluation, and ethics sub-dimensions, while a moderate level was observed in the usage sub-dimension. No significant differences were found between male and female participants in either variable. However, second-, third-, and fourth-year students demonstrated higher mean scores than first-year students in the 'computer use' sub-dimension of technology integration and the 'ethics' sub-dimension of AI literacy. No significant grade-level differences were observed in the remaining sub-dimensions or in overall scale scores.Based on these results, it is recommended that future studies adopt longitudinal and mixed-method approaches. Furthermore, teacher education programs are encouraged to revise their curricula to include course content that supports the development of competencies in technology integration and AI literacy.
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DOI: https://doi.org/10.51383/ijonmes.2025.417
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