Assessing Attitudes toward Artificial Intelligence among Future Science Educators: A Comprehensive Study of Cognitive, Emotional, and Behavioral Dimensions

Abstract

Artificial Intelligence (AI) plays an increasingly vital role in education, yet future educators’ readiness and perceptions of AI remain key considerations for its effective integration. This study investigated the attitudes of Future Science Educators toward AI, specifically focusing on the behavioral, cognitive, and emotional/affective dimensions. Additionally, the study aimed to determine the predictors of these attitudes, including demographic variables such as sex, age, and frequency of AI use. Using a descriptive-correlational research design, data were collected from 82 voluntary members of the Future Science Educators Organization (FSEO) at Nueva Vizcaya State University, Bayombong Campus, through a survey questionnaire. The results showed that the respondents generally exhibited positive attitudes toward AI in all the dimensions, with the cognitive dimension showing the "Agree" interpretation. The emotional and behavioral dimensions also elicited "Agree" interpretations but reflected slight hesitations concerning the practical application of AI in personal contexts. No significant differences in attitudes toward AI emerged when grouped by sex or age, and a very weak, non-significant correlation emerged between the frequency of AI use and attitudes. Regression analysis further confirmed that sex, age, and frequency of AI use were not significant factors of attitudes, explaining only 0.3% of the variance. Implications for policy and practice are discussed by the researcher to guide the effective integration of AI into future science education.