A Descriptive Content Analysis of Artificial Intelligence Studies with Primary and Pre-Service Primary School Teachers in Türkiye

In this study, academic studies on artificial intelligence (AI) conducted with primary school teachers and pre-service primary school teachers in Türkiye were examined to determine current research trends. A descriptive content analysis method was employed including full-text accessible, Türkiye-affiliated studies retrieved from the National Thesis Centre (YÖKTEZ) and Google Scholar using AI and teacher-related keywords. A total of 25 studies, including 8 postgraduate theses and 17 journal articles, that met the predetermined criteria were analysed. The findings revealed a notable increase in research in recent years, with all theses conducted at the master's level. The most common research topics were participants’ views on AI, followed respectively by studies examining attitudes towards AI, AI literacy, AI anxiety, modelling with AI, and the effects of AI implementations. Methodologically, qualitative and quantitative approaches were used in nearly equal proportion, with survey and phenomenology designs being the most prominent. In addition, studies with primary school teachers were more prevalent than those with pre-service teachers. Moreover, convenience sampling was preferred more, and surveys, scales and interview forms were the most frequently used data collection instruments. ANOVA, t-test, and content analysis were the primary data analysis techniques. Regarding geographical distribution, it was observed that most studies were conducted in the Black Sea and Central Anatolia regions. Overall, the study offers an overview of the scope and trends of AI studies conducted with primary and pre-service primary teachers in Türkiye thereby serving as a guiding reference for future AI studies and educational planning in the field.