IJIET 2025 Vol.15(12): 2700-2706
doi: 10.18178/ijiet.2025.15.12.2465
doi: 10.18178/ijiet.2025.15.12.2465
Pre-Service Teachers’ Readiness to Use Artificial Intelligence: Evidence from Kazakhstan
Nurbek Mektepbergenov1, Sabina Nazanova1, Yerik Makhambetov2, Laura Orynbayeva3,
Rakhym Bayaliyev3, and
Saniya Nurgaliyeva4,5,*
1. Department of Basic Military Training, Abai Kazakh National Pedagogical University, Almaty, Kazakhstan
2. Department of Theory of Physical Education and Sports, Dulaty university, Taraz, Kazakhstan
3. Department of Physical Education and Sports, Abai Kazakh National Pedagogical University, Almaty, Kazakhstan
4. Department of Primary Education, Abai Kazakh National Pedagogical University, Almaty, Kazakhstan
5. Department of Russian Language and Literature, Ataturk University, Erzurum, Turkey
Email: amanbayevrr@gmail.com (N.M.); sabina.nazanova0607@mail.ru (S.N.); ierik.taraz@mail.ru (Y.M.); ldoctorant@bk.ru (L.O.); raha_7801@mail.ru (R.B.); sanianurgalieva77@gmail.com (S.N.)
*Corresponding author
2. Department of Theory of Physical Education and Sports, Dulaty university, Taraz, Kazakhstan
3. Department of Physical Education and Sports, Abai Kazakh National Pedagogical University, Almaty, Kazakhstan
4. Department of Primary Education, Abai Kazakh National Pedagogical University, Almaty, Kazakhstan
5. Department of Russian Language and Literature, Ataturk University, Erzurum, Turkey
Email: amanbayevrr@gmail.com (N.M.); sabina.nazanova0607@mail.ru (S.N.); ierik.taraz@mail.ru (Y.M.); ldoctorant@bk.ru (L.O.); raha_7801@mail.ru (R.B.); sanianurgalieva77@gmail.com (S.N.)
*Corresponding author
Manuscript received June 15, 2025; revised June 30, 2025; accepted August 7, 2025; published December 12, 2025
Abstract—The use of Artificial Intelligence (AI) in the teaching and learning process is a key demand in higher education. It encourages Kazakhstani universities to actively seek the best ways to incorporate AI into learning, providing students with the highest quality educational experience. This study aims to determine the attitudes of pre-service teachers toward the integration of AI in educational practice. Additionally, it examines the dynamics of attitude changes toward AI following the completion of a training program. Using a quantitative survey and statistical methods, data from 320 students at a pedagogical university were analyzed. The results showed a generally positive attitude toward AI, especially on the scales of perceived usefulness and ease of use. Previous experience with AI was significantly correlated with the intention to use the technology in future professional activities. After completing a six-week training program, statistically significant improvements were recorded on all scales. The paper confirms the importance of pedagogical training in the field of AI and emphasizes the need to include such modules in teacher training programs. These findings align with the research objectives of the study. The study offers practical insights for educators and policymakers to enhance teaching techniques in Kazakhstan and beyond, promoting more successful, research-based AI teaching strategies. In conclusion, this study contributes to the emerging field of EdTech by filling a data gap in Central Asia, particularly in Kazakhstan.
Keywords—artificial intelligence, teacher training, attitude, factors, Artificial Intelligence (AI) literacy, pre-service primary teachers
Copyright © 2025 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).
Keywords—artificial intelligence, teacher training, attitude, factors, Artificial Intelligence (AI) literacy, pre-service primary teachers
Cite: Nurbek Mektepbergenov, Sabina Nazanova, Yerik Makhambetov, Laura Orynbayeva, Rakhym Bayaliyev, and Saniya Nurgaliyeva, "Pre-Service Teachers’ Readiness to Use Artificial Intelligence: Evidence from Kazakhstan," International Journal of Information and Education Technology, vol. 15, no. 12, pp. 2700-2706, 2025.
Copyright © 2025 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).