Measuring AI readiness in education: validation of the German AI readiness scale for educators
Anna-Lena Ullrich, Stefanie Schallert-Vallaster, Charlotte Baez, Georg Winder, Thomas Rey, Josef BuchnerPurpose
This study aimed to validate the German version of the AI readiness scale for educators and explore its correlation with key teacher characteristics, including digital competencies, age, gender and teaching experience.
Design/methodology/approach
A total of N = 153 teachers from German-speaking Switzerland participated in the study. Confirmatory factor analysis (CFA) was conducted to validate the four-factor structure of the AI readiness scale, which includes Cognition, Ability, Vision, and Ethics.
Findings
The CFA results confirmed the validity and reliability of the scale (CFI = 0.92, TLI = 0.903, RMSEA = 0.088), with strong internal consistency (Cronbach's alpha > 0.79). Correlational analyses revealed significant relationships between AI readiness and digital competencies, with teachers exhibiting higher digital skills showing greater AI readiness. While initial analyses indicated gender- and age-related differences in AI readiness, these effects became non-significant once digital competencies were statistically controlled, emphasizing the central role of digital competencies for AI readiness in educators.
Practical implications
The findings offer implications for professional development programs, highlighting the need for targeted interventions that both foster digital skills and consider demographic differences among educators.
Originality/value
This study contributes to the measurement of AI Readiness of educators in the German context and underscores the importance of digital competencies for teachers' preparedness to engage with AI.