Examining the Relationship Between Preservice Teachers’ Online Information Searching Strategies and Artificial Intelligence Literacy

Author : Erkan Cer, Erkan Çer, Fati̇h Can

Abstract : This study aims to examine the relationship between preservice teachers’ online information searching strategies and their artificial intelligence (AI) literacy levels. With the growing integration of digital learning environments, it has become essential for future teachers to effectively access, evaluate, and verify online information. At the same time, the rapid emergence of AI-supported tools in education requires preservice teachers to understand, interpret, and ethically use these technologies. The study was conducted using a correlational research design, and data were collected through the Turkish-adapted Online Information Searching Strategies Scale and the Artificial Intelligence Literacy Scale. The findings indicate a positive and significant relationship between preservice teachers’ online search, verification, and critical evaluation strategies and their AI literacy. Among the strategy components, critical information evaluation demonstrated the strongest association with AI literacy dimensions such as ethical awareness, critical questioning, and understanding AI’s limitations. These results suggest that preservice teachers who employ more effective and analytical information-seeking strategies tend to exhibit higher levels of AI literacy. Overall, the study highlights that the ability to reach reliable information online supports the development of responsible and informed AI use among preservice teachers, pointing to the need for integrated digital literacy and AI literacy training in teacher education programs.

Keywords : Artificial Intelligence Literacy, Online Information Searching Strategies, Preservice Teachers, Digital Literacy, Educational Technology

Conference Name : World Conference on Educational Sciences (WCOES - 25)

Conference Place : Vienna, Austria

Conference Date : 29th Dec 2025