Unpacking pre-service teachers’ career self-efficacy: impact of artificial intelligence knowledge, anxiety, and digital literacy

Abstract This study investigates the impact of knowledge of artificial intelligence (AI), AI-related anxiety, and digital literacy on the career self-efficacy of pre-service teachers at a Nigerian public university. Specifically, the study examined the relationships among Al knowledge, Al anxiety, digital literacy, and career self-efficacy, as well as the mediating role of digital literacy in the relationship between Al anxiety and career self-efficacy. A correlational research design was adopted. The study involved 470 pre-service teachers drawn from the Faculty of Education of the sampled university. Data were collected using validated instruments. Descriptive statistics were used to summarize participants’ characteristics, while Pearson Product-Moment Correlation and multiple regression analyses were employed to analyse the data. The findings reveal a significant positive relationship between AI knowledge, digital literacy, and career self-efficacy, with AI anxiety having a significant negative relationship with career self-efficacy. Further results demonstrate that digital literacy significantly mediated the relationship between Al anxiety and career self-efficacy, such that higher digital literacy reduced the negative effect of Al anxiety on career self-efficacy. This study concludes that AI knowledge and digital literacy play crucial roles in enhancing pre-service teachers’ career self-efficacy, while AI anxiety is a significant psychological barrier. Digital literacy serves as a protective mechanism that buffers the adverse effects of AI anxiety on career-related confidence. The findings underscore the need for teacher education programmes to integrate structured Al education and digital literacy training into their curricula.