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A second chapter investigates AI literacy among primary education pre-service teachers, combining self-assessment instruments with performance-based measurements, analyzing competence across generative AI knowledge, willingness, concerns, validity, reliability, and reported correlations to support recommendations.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/artificial-intelligence-ai-in-education-december-2025/585157/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/artificial-intelligence-ai-in-education-december-2025/585157.png","ImageObject",300,407,{"name":92,"@type":93},"Maya Linwood","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What ethical themes are explored in Chapter 1?","Question",{"text":112,"@type":113},"Chapter 1 uses the gristmill metaphor to discuss ethical AI design, focusing on data inputs, black-box algorithm ethics, and responsible interpretation and action on AI outputs toward human-centered AI.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does Chapter 2 measure AI literacy among pre-service teachers?",{"text":117,"@type":113},"Chapter 2 combines self-assessment scales with performance-based measurements, assessing competence in using AI, knowledge of generative AI technologies, willingness to use them, and concerns about AI technologies.",{"name":119,"@type":110,"acceptedAnswer":120},"What research quality considerations does Chapter 2 include?",{"text":121,"@type":113},"Chapter 2 includes validity and reliability, followed by data analysis, results and discussion, and correlation analysis to support its findings and recommendations.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},585157,1792162099,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962084928432,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Artificial Intelligence (AI) in Education  \nEditors  \nOmid Noroozi, Wageningen University and Research, Netherlands  \nISBN: 978-1-952092-89-3  \n© 2025, ISTES  \nThe “Artificial Intelligence (AI) in Education ” is licensed under a Creative Commons AttributionNonCommercial-ShareAlike 4.0 International License, permitting all non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.  \nAuthors alone are responsible for the contents of their papers. The Publisher, the ISTES, shall not be liable for any loss, actions, claims, proceedings, demand, or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of the research material. All authors are requested to disclose any actual or potential conflict of interest including any financial, personal or other relationships with other people or organizations regarding the submitted work.  \nDate of Publication  \nDecember 2025  \nPublisher  \nISTES  \nMonument, CO, USA  \nContact  \nInternational Society for Technology, Education and Science (ISTES) [www.istes.org](www.istes.org)  \n[istesoffice@gmail.com](istesoffice@gmail.com)  \nCitation  \nNoroozi, O. (Ed.) . (2025). Artificial Intelligence (AI) in Education. ISTES.  \nTable of Contents  \nChapter 1-From Grain to Flour: A Gristmill Metaphor for Ethical AI Design .................. 1  \nChapter Highlights ................................................................................................................. 1  \nIntroduction ............................................................................................................................ 2  \nThe Mill in Motion: AI’s Transformative Power Across Fields............................................2  \nSorting the Grain: The Ethics and Consequences of AI’s Data Inputs.................................. 5  \nGrinding the Grain: Algorithms and the Ethics of the Black Box ......................................... 6  \nFlour on the Table: The Ethics of Acting on AI’s Output ..................................................... 8  \nMilling with Care: Toward Ethical, Human-Centered AI ................................................... 10  \nReferences ............................................................................................................................ 11  \nChapter 2-AI Literacy of Primary Education Pre-service Teachers: Self-assessment and Performance-based Measurements ..................................................................................... 14  \nChapter Highlights ............................................................................................................... 14  \nIntroduction .......................................................................................................................... 15  \nAI Literacy and AI Literacy Measures ................................................................................ 16  \nAI Literacy ........................................................................................................................... 17  \nSelf-assessment based Scales Measuring AI Literacy ......................................................... 18  \nAim and Research Questions .......................................................................................... 22  \nMethod ................................................................................................................................. 23  \nResearch Design and Data Collection ............................................................................. 23  \nResearch Tools ................................................................................................................ 23  \nDemographics ...................................................................................................................... 23  \nAI literacy .....................................................................................................","cbCaijmMhlM7pco1","https://ap.wps.com/l/cbCaijmMhlM7pco1","pdf",3655975,178,"English","# Chapter 1 - From Grain to Flour: A Gristmill Metaphor for Ethical AI Design\n## Chapter Highlights\n## Introduction\n## The Mill in Motion: AI’s Transformative Power Across Fields\n## Sorting the Grain: The Ethics and Consequences of AI’s Data Inputs\n## Grinding the Grain: Algorithms and the Ethics of the Black Box\n## Flour on the Table: The Ethics of Acting on AI’s Output\n## Milling with Care: Toward Ethical, Human-Centered AI\n## References\n# Chapter 2 - AI Literacy of Primary Education Pre-service Teachers: Self-assessment and Performance-based Measurements\n## Chapter Highlights\n## Introduction\n## AI Literacy and AI Literacy Measures\n## Aim and Research Questions\n## Method\n## Results and Discussion\n## Validity and Reliability\n## Data Analysis\n## Conclusion\n## Recommendations","[{\"question\":\"What ethical themes are explored in Chapter 1?\",\"answer\":\"Chapter 1 uses the gristmill metaphor to discuss ethical AI design, focusing on data inputs, black-box algorithm ethics, and responsible interpretation and action on AI outputs toward human-centered AI.\"},{\"question\":\"How does Chapter 2 measure AI literacy among pre-service teachers?\",\"answer\":\"Chapter 2 combines self-assessment scales with performance-based measurements, assessing competence in using AI, knowledge of generative AI technologies, willingness to use them, and concerns about AI technologies.\"},{\"question\":\"What research quality considerations does Chapter 2 include?\",\"answer\":\"Chapter 2 includes validity and reliability, followed by data analysis, results and discussion, and correlation analysis to support its findings and recommendations.\"}]","Artificial Intelligence (AI) in Education - December 2025 | PDF",1792053885,449]