A Multi-Dimensional Analysis of Prospective Teachers’ Attitudes towards Artificial Intelligence: Evaluating Utility, Accessibility, and Implementation Concerns

Abstract

Abstract: This study underscores a multi-dimensional analysis of prospective teachers’ attitudes towards Artificial Intelligence in educational practices. Specifically elucidates on the utility, accessibility, and implementation concerns. Using 36 items validated multi-dimensional scale with a diverse sample of 120 prospective teachers. Findings clearly indicate a high existing adoption rate, with 73.1% of participants utilizing AI tools for study purposes. Despite this a marginal attitudinal disparity is observed as only 67% plan artificial intelligence for future classroom integration. Dimension-wise analysis reveals that while Accessibility and Convenience (M=4.35, SD=0.59) and Future Intentions (M=4.21, SD=0.60) are highly favorable, Engagement and Interaction resulted in the lowest scores (M=3.42, SD=0.81).  AI has high Perceived Utility (M=4.12) among future teachers, on the other hand. Socio-Ethical Concerns (M=3.89, SD=0.73) because of ethical implementation, algorithmic bias, and the dehumanization of the teaching-learning process. Addressing these issues; urgent need of teacher education programs to mitigate "Utility-Anxiety Paradox” and transition from basic technical awareness to AI literacy, ensuring future educators are prepared to navigate the technologically enriched learning environments.