Rapid advances in artificial intelligence (AI) have begun to reshape numerous domains, with education standing out as one of the most profoundly affected. Within educational settings, AI-powered technologies create substantial potential for adaptive learning pathways, diversified content delivery, and more responsive instructional support. Given this context, understanding the degree to which preservice teachers are prepared to engage with AI in their future classrooms carries considerable significance. The present study investigated preservice teachers' AI literacy levels in relation to a range of demographic, socioeconomic, and technology-related variables. Participants consisted of 426 preservice teachers attending an education faculty at a university in northeastern Türkiye throughout the 2024–2025 academic year. A quantitative survey approach was adopted, and data were gathered using a Demographic Information Form alongside a 12-item AI Literacy Scale. Statistical procedures included normality testing, independent samples t-tests, and one-way analysis of variance. Results revealed that variables such as gender, class standing, department affiliation, family educational background, household income, internet access patterns, social media engagement, and general digital tool use did not produce meaningful variation in AI literacy scores. By contrast, participants who incorporated AI tools into their educational routines and who engaged with AI more regularly demonstrated notably stronger AI literacy. On the basis of these findings, the study advocates for the inclusion of experiential, practice-centered AI literacy components within initial teacher preparation programs.

Artificial intelligence, AI literacy, preservice teachers