The purpose of this study is to investigate the relationship between teachers’ artificial intelligence (AI) awareness and their AI literacy. Additionally, the study examines whether teachers’ AI awareness and literacy vary by factors such as gender, seniority, educational level, subject area, school level, frequency of AI tool use, and daily duration of AI tool use. The study was conducted with 888 teachers from different branches working in public primary and secondary schools in a province in the Western Black Sea Region of Türkiye. As data collection instruments, the “AI Literacy Scale” and the “Teachers’ AI Awareness Level Scale” were employed. In the analysis, descriptive statistics, independent-samples t-tests, One-Way Analysis of Variance, Correlation, and simple linear regression were used. The research found a significant, positive relationship between teachers’ AI awareness and AI literacy. Furthermore, it was determined that AI awareness is a significant predictor of AI literacy scores and explains a high proportion of the total variance in AI literacy. Additionally, significant differences were found in all other variables, except for gender and education level in teachers’ AI awareness, and gender in AI literacy. The findings further demonstrate that, although teachers’ AI awareness and literacy were relatively high, they experienced significant uncertainty about the functions and pedagogical opportunities offered by AI in teaching and learning. We recommend that high-quality professional development programs be designed to support teachers in acquiring knowledge and experience related to the pedagogical use of AI.

The purpose of this study is to examine the patterns of relationships between school autonomy, quality assurance systems, hindrances to a school's instructional activities, source of school funding, and school location in high-performing countries (Singapore, Estonia, and Canada) and middle- and low-performing countries in the PISA 2022 exams. The PISA 2022 school data were used for this study. Singapore, Estonia and Canada were selected as the three high-performing countries along with 26 countries with average scores and 28 low-performing countries were included in this study. Results revealed that in the countries included in the study, school autonomy ranges from high to low in Estonia, Canada and Singapore. In all three countries and in other countries of the world participating in the PISA exam, the proportion of decisions made within the school is higher than the proportion of decisions made by local and central governments. In each of the three high-performing countries in PISA, a single relationship pattern emerged for all three education systems among all variables examined. According to this pattern, there was a negative relationship between school autonomy and school funding coming from the government, and a moderate positive relationship between school funding coming from students and parents.