In recent years, the rapid advancement of technology and computer systems has accelerated the integration of artificial intelligence (AI) technologies into human life. AI has been transforming individuals’ lives and providing various forms of convenience across diverse fields such as health, education, transportation, engineering, communication, and psychology. However, as these systems operate on data-driven learning processes, they may also lead to ethical and security concerns—such as misinformation, biased outputs, and violations of personal data privacy—when trained with incomplete or prejudicial data. In the educational context, AI technologies offer significant opportunities for personalizing learning processes, analyzing student performance, and diversifying instructional practices. Nonetheless, they also bring potential drawbacks, including reduced teacher–student interaction, loss of motivation, system malfunctions, and cybersecurity risks. Therefore, the balanced, informed, and ethically responsible use of AI-based applications in education is of critical importance. This study aims to examine teachers’ perceptions of artificial intelligence and to determine their AI literacy levels. It further investigates whether teachers’ AI literacy differs according to gender, age, professional seniority, educational attainment, the geographical location of their schools, their competency in using information technologies, and their level of knowledge regarding AI. The study group consists of 356 teachers working in schools affiliated with the Ministry of National Education during the 2024–2025 academic year. Convenience sampling was employed in selecting the participants. Conducted within the framework of a quantitative research design using the survey model, the study identifies teachers’ AI literacy levels and statistically evaluates them in relation to various demographic variables.

Artificial intelligence, Artificial intelligence literacy, Teacher