Document Type : Original Article
Author
Assistant Professor, Department of Educational Administration, Farhangian University, Tehran, Iran
Abstract
A B S T R A C TThe present study aimed to explain the role of artificial intelligence literacy in enhancing the higher-order thinking skills of pre-service teachers, mediated by behavioral engagement and peer interaction, and was conducted using a descriptive correlational method. The statistical population of the study included all male and female pre-service teachers at Farhangian University in Chaharmahal and Bakhtiari Province, totaling 2003 individuals, from whom 322 individuals were selected using stratified random sampling method based on the Krejcie and Morgan table. Data were collected using four questionnaires: Artificial Intelligence Literacy (Wang et al., 2023), Behavioral Engagement (Lu et al., 2024), Peer Interaction (Hwang et al., 2018), and Higher-Order Thinking Skills (Hwang et al., 2018). Content validity of the questionnaires was assessed and confirmed using the Content Validity Ratio (CVR) and the Content Validity Index (CVI). Convergent and Discriminant validity of the questionnaires were evaluated and confirmed using the Average Variance Extracted (AVE) and the Fornell-Larcker test, respectively. Reliability of the questionnaires was also examined using Cronbach's alpha and composite reliability, with all values obtained being above 0.70. Data analysis was conducted using structural equation modeling (SEM) techniques and SPSS and Amos software. The research findings indicated that artificial intelligence literacy has a positive and significant effect on the higher-order thinking skills of pre-service teachers, both directly and indirectly (through behavioral engagement and peer interaction). Accordingly, serious planning and appropriate investment to develop artificial intelligence literacy in all pre-service teachers appear to be important and necessary
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