Examining the relationship between pre-service teachers’ artificial intelligence literacy levels and ecological footprint awareness

Research is being undertaken to investigate the relationship between artificial intelligence (AI) literacy levels among pre-service teachers and their awareness of ecological footprints. This study aims to bridge the current gap in understanding how digital competencies like AI literacy intersect with sustainability-oriented knowledge, specifically environmental awareness, in future educators.

Why it matters

This research is strategically important because it explores the intersection of digital and sustainability competencies, which are both critical for future generations. Understanding this relationship can inform the development of more holistic educational frameworks that prepare professionals to navigate complex technological advancements while also addressing pressing environmental concerns.

Key insights

• AI literacy is recognized as a crucial competency for future educators, encompassing technical usage, critical evaluation, ethical understanding, and societal implications.
• Ecological footprint awareness is increasingly vital in teacher education due to escalating environmental challenges.
• AI literacy and environmental awareness are typically studied as separate domains, despite their growing importance in educational and sustainability frameworks.
• The ongoing study seeks to explore the connection between these two distinct areas of competency.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1854669