Exploring Artificial Intelligence Literacy and Teacher Identity among Pre-Service EFL Teachers: A Study in China

Weilin Jia

doi:10.54254/2753-7048/2025.30245

Lecture Notes in Education Psychology and Public MediaOpen access

Exploring Artificial Intelligence Literacy and Teacher Identity among Pre-Service EFL Teachers: A Study in China

Research Article

Open Access

Exploring Artificial Intelligence Literacy and Teacher Identity among Pre-Service EFL Teachers: A Study in China

Weilin Jia ^1*

¹ Capital Normal University

^*Corresponding author: 1222073197@cnu.edu.cn

Published on 4 December 2025

LNEP Vol.121

ISSN (Print): 2753-7056

ISSN (Online): 2753-7048

ISBN (Print): 978-1-80590-373-4

ISBN (Online): 978-1-80590-374-1

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Abstract

In this study, 86 Chinese pre-service English as a Foreign Language (EFL) teachers’ teacher identities and artificial intelligence (AI) literacy are examined. It evaluated three facets of teacher identity (self-efficacy, beliefs, and career perception) and four facets of AI literacy (perception, knowledge and skills, application and innovation, and ethics) using validated scales. Overall, descriptive findings showed high levels in all dimensions. AI Application and Innovation had the highest scores among AI literacy factors, followed by AI Perception and AI Ethics. In terms of teacher identity, Career Perception came in first. Correlation analyses showed that while general attitudes toward AI had little effect, knowledge of AI, creative application, and ethical awareness were positively correlated with important aspects of teacher identity. The findings highlight the necessity of integrating practical, reflective AI into teacher education programs and the significance of ethical engagement and practical competence in forming professional identity during teacher preparation.

Keywords:

Artificial Intelligence Literacy, Teacher Identity, Pre-service EFL Teachers, Educational Technology, Teacher Education

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Cite this article

Jia,W. (2025). Exploring Artificial Intelligence Literacy and Teacher Identity among Pre-Service EFL Teachers: A Study in China. Lecture Notes in Education Psychology and Public Media,121,8-17.

Data availability

The datasets used and/or analyzed during the current study will be available from the authors upon reasonable request.

About volume

Volume title: Proceedings of the 4th International Conference on International Law and Legal Policy

ISBN: 978-1-80590-373-4(Print) / 978-1-80590-374-1(Online)

Editor: Renuka Thakore

Conference website: https://2025.icillp.org/

Conference date: 21 November 2025

Series: Lecture Notes in Education Psychology and Public Media

Volume number: Vol.121

ISSN: 2753-7048(Print) / 2753-7056(Online)

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