Published Paper Details:

The advent of technologies and advancement of artificial intelligence (AI) has raised significant concerns leading to a phenomenon termed AI anxiety. As Artificial Intelligence (AI) has become increasingly integrated into teaching and learning, teaching professionals particularly teachers and trainees need to understand students' attitudes toward artificial intelligence and AI learning anxiety to ensure its appropriate implementation. In this research, attitudes toward artificial intelligence and AI learning anxiety among 195 B.Ed. Trainees [90 Males (Urban 45 & Rural 45); 105 Females (Urban 50 & Rural 55)] is selected from teachers' training institutions namely, Aligarh Teacher's Training College, Aligarh and Jamia Urdu College of Education- JUCE (Aligarh) located in different locations of Aligarh (U.P.). The data was collected using standardized tools; Schepman and Rodway's General Attitudes towards Artificial Intelligence Scale: GAAIS (2020) and Wang & Wang's Artificial Intelligence Anxiety Scale: AIAS (2022). The findings reveal that (i) there is significant relationship between Attitudes toward Artificial Intelligence and AI Learning Anxiety among B.Ed. trainees (ii) there is significant difference between B.Ed. trainees regarding their attitude towards artificial intelligence and AI learning anxiety across gender and locale. Findings highlight the pivotal role of attitudes toward artificial intelligence and associated AI learning anxiety in shaping teacher aspirants' acceptance of AI. Understanding the root causes of AI learning anxiety and implementing strategic interventions are critical steps for mitigating its rise as society enters the era of pervasive AI. Therefore, stakeholders and educators should cultivate students' AI learning attitudes among B.Ed. trainees through comprehensive AI education and guiding them to form correct emotions through scientific and psychological interventions so that they encounter least AI learning anxiety.