Exploring Students’ Attitudes Toward Artificial Intelligence (AI): Psychometric Validation of AI-Attitude Scale
<p dir="ltr">As Artificial Intelligence (AI) becomes increasingly integrated into educational settings, students’ attitudes toward AI significantly influence their willingness to adopt and engage with these emerging technologies. Although interest in AI education is on the rise, empi...
محفوظ في:
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| مؤلفون آخرون: | , , |
| منشور في: |
2025
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إضافة وسم
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| _version_ | 1864513524527529984 |
|---|---|
| author | Almaas Sultana (22047875) |
| author2 | Nafilah Abdul Latheef (22997743) Nitha Siby (17714355) Zubair Ahmad (4345072) |
| author2_role | author author author |
| author_facet | Almaas Sultana (22047875) Nafilah Abdul Latheef (22997743) Nitha Siby (17714355) Zubair Ahmad (4345072) |
| author_role | author |
| dc.creator.none.fl_str_mv | Almaas Sultana (22047875) Nafilah Abdul Latheef (22997743) Nitha Siby (17714355) Zubair Ahmad (4345072) |
| dc.date.none.fl_str_mv | 2025-10-09T03:00:00Z |
| dc.identifier.none.fl_str_mv | 10.1177/21582440251378375 |
| dc.relation.none.fl_str_mv | https://figshare.com/articles/journal_contribution/Exploring_Students_Attitudes_Toward_Artificial_Intelligence_AI_Psychometric_Validation_of_AI-Attitude_Scale/31056880 |
| dc.rights.none.fl_str_mv | CC BY 4.0 info:eu-repo/semantics/openAccess |
| dc.subject.none.fl_str_mv | Education Curriculum and pedagogy Education policy, sociology and philosophy Human society Gender studies Information and computing sciences Artificial intelligence AI attitudes gender disparity scale development gender-responsive AI education UNESCO AI guidelines |
| dc.title.none.fl_str_mv | Exploring Students’ Attitudes Toward Artificial Intelligence (AI): Psychometric Validation of AI-Attitude Scale |
| dc.type.none.fl_str_mv | Text Journal contribution info:eu-repo/semantics/publishedVersion text contribution to journal |
| description | <p dir="ltr">As Artificial Intelligence (AI) becomes increasingly integrated into educational settings, students’ attitudes toward AI significantly influence their willingness to adopt and engage with these emerging technologies. Although interest in AI education is on the rise, empirical research exploring students’ attitudes especially from a gender perspective remains scarce. To bridge this gap, the present study developed and validated a scale grounded in UNESCO’s AI education guidelines to measure high school students’ attitudes toward AI. A total of 553 students from grades 10, 11, and 12 participated in a sequential, three-phase study that included exploratory and confirmatory factor analyses, followed by gender-based comparisons. The analysis confirmed a robust three-factor structure encompassing Determination, Exploration, and Collaboration. Results revealed notable gender differences: male students scored significantly higher in the Determination and Exploration dimensions, while no significant gender gap was observed in Collaboration. Effect size estimates indicated small to moderate practical significance, underscoring the subtle yet meaningful nature of these differences. These findings emphasize the importance of fostering inclusive, gender-responsive AI education practices that ensure equitable engagement for all learners. The validated scale offers a reliable tool for assessing students’ attitudes toward AI, while the proposed framework provides a foundation for designing targeted pedagogical interventions. By identifying specific areas of disparity and offering strategies to address them, this study contributes to both theoretical advancements and practical improvements in AI education, ultimately supporting the creation of equitable learning environments that empower every student to thrive in an AI-driven future.</p><h2 dir="ltr">Other Information</h2><p dir="ltr">Published in: Sage Open<br>License: <a href="https://creativecommons.org/licenses/by/4.0/" target="_blank">https://creativecommons.org/licenses/by/4.0/</a><br>See article on publisher's website: <a href="https://dx.doi.org/10.1177/21582440251378375" target="_blank">https://dx.doi.org/10.1177/21582440251378375</a></p> |
| eu_rights_str_mv | openAccess |
| id | Manara2_eae22297bce9d6796393cb2ccd9c2003 |
| identifier_str_mv | 10.1177/21582440251378375 |
| network_acronym_str | Manara2 |
| network_name_str | Manara2 |
| oai_identifier_str | oai:figshare.com:article/31056880 |
| publishDate | 2025 |
| repository.mail.fl_str_mv | |
| repository.name.fl_str_mv | |
| repository_id_str | |
| rights_invalid_str_mv | CC BY 4.0 |
| spelling | Exploring Students’ Attitudes Toward Artificial Intelligence (AI): Psychometric Validation of AI-Attitude ScaleAlmaas Sultana (22047875)Nafilah Abdul Latheef (22997743)Nitha Siby (17714355)Zubair Ahmad (4345072)EducationCurriculum and pedagogyEducation policy, sociology and philosophyHuman societyGender studiesInformation and computing sciencesArtificial intelligenceAI attitudesgender disparityscale developmentgender-responsive AI educationUNESCO AI guidelines<p dir="ltr">As Artificial Intelligence (AI) becomes increasingly integrated into educational settings, students’ attitudes toward AI significantly influence their willingness to adopt and engage with these emerging technologies. Although interest in AI education is on the rise, empirical research exploring students’ attitudes especially from a gender perspective remains scarce. To bridge this gap, the present study developed and validated a scale grounded in UNESCO’s AI education guidelines to measure high school students’ attitudes toward AI. A total of 553 students from grades 10, 11, and 12 participated in a sequential, three-phase study that included exploratory and confirmatory factor analyses, followed by gender-based comparisons. The analysis confirmed a robust three-factor structure encompassing Determination, Exploration, and Collaboration. Results revealed notable gender differences: male students scored significantly higher in the Determination and Exploration dimensions, while no significant gender gap was observed in Collaboration. Effect size estimates indicated small to moderate practical significance, underscoring the subtle yet meaningful nature of these differences. These findings emphasize the importance of fostering inclusive, gender-responsive AI education practices that ensure equitable engagement for all learners. The validated scale offers a reliable tool for assessing students’ attitudes toward AI, while the proposed framework provides a foundation for designing targeted pedagogical interventions. By identifying specific areas of disparity and offering strategies to address them, this study contributes to both theoretical advancements and practical improvements in AI education, ultimately supporting the creation of equitable learning environments that empower every student to thrive in an AI-driven future.</p><h2 dir="ltr">Other Information</h2><p dir="ltr">Published in: Sage Open<br>License: <a href="https://creativecommons.org/licenses/by/4.0/" target="_blank">https://creativecommons.org/licenses/by/4.0/</a><br>See article on publisher's website: <a href="https://dx.doi.org/10.1177/21582440251378375" target="_blank">https://dx.doi.org/10.1177/21582440251378375</a></p>2025-10-09T03:00:00ZTextJournal contributioninfo:eu-repo/semantics/publishedVersiontextcontribution to journal10.1177/21582440251378375https://figshare.com/articles/journal_contribution/Exploring_Students_Attitudes_Toward_Artificial_Intelligence_AI_Psychometric_Validation_of_AI-Attitude_Scale/31056880CC BY 4.0info:eu-repo/semantics/openAccessoai:figshare.com:article/310568802025-10-09T03:00:00Z |
| spellingShingle | Exploring Students’ Attitudes Toward Artificial Intelligence (AI): Psychometric Validation of AI-Attitude Scale Almaas Sultana (22047875) Education Curriculum and pedagogy Education policy, sociology and philosophy Human society Gender studies Information and computing sciences Artificial intelligence AI attitudes gender disparity scale development gender-responsive AI education UNESCO AI guidelines |
| status_str | publishedVersion |
| title | Exploring Students’ Attitudes Toward Artificial Intelligence (AI): Psychometric Validation of AI-Attitude Scale |
| title_full | Exploring Students’ Attitudes Toward Artificial Intelligence (AI): Psychometric Validation of AI-Attitude Scale |
| title_fullStr | Exploring Students’ Attitudes Toward Artificial Intelligence (AI): Psychometric Validation of AI-Attitude Scale |
| title_full_unstemmed | Exploring Students’ Attitudes Toward Artificial Intelligence (AI): Psychometric Validation of AI-Attitude Scale |
| title_short | Exploring Students’ Attitudes Toward Artificial Intelligence (AI): Psychometric Validation of AI-Attitude Scale |
| title_sort | Exploring Students’ Attitudes Toward Artificial Intelligence (AI): Psychometric Validation of AI-Attitude Scale |
| topic | Education Curriculum and pedagogy Education policy, sociology and philosophy Human society Gender studies Information and computing sciences Artificial intelligence AI attitudes gender disparity scale development gender-responsive AI education UNESCO AI guidelines |