Adapting the Turkish Version of Artificial Intelligence Literacy Questionnaire for Secondary School Students: A Validity and Reliability Study

Abstract

In the assessment of individuals' competences in artificial intelligence (AI) literacy, a range of instruments have been developed in the literature. These instruments are designed to take into account different aspects and educational levels. However, it should be noted that the majority of these instruments have not been sufficiently tested for cross-cultural validity. This situation gives rise to a key challenge in measuring and evaluating AI literacy across diverse cultural contexts. The present study aimed to adapt and validate the AI Literacy Questionnaire for use with secondary school students in Türkiye. Data were collected from 345 secondary school students to examine the instrument's psychometric properties. The adapted questionnaire includes 32 items across four dimensions: affective, behavioral, cognitive, and ethical learning. Confirmatory factor analysis indicated a good model fit, and Cronbach's alpha coefficients ranged from 0.850 to 0.913 across dimensions, demonstrating high internal consistency. These results confirm that the Turkish version is a valid and reliable instrument for assessing secondary school students' AI literacy. It is expected that this study will contribute to the evaluation of AI literacy among secondary school students in Türkiye, as well as providing a foundation for cross-cultural research. This adaptation, developed to examine how AI literacy can be addressed in different cultural contexts and to enable a comparative evaluation of these processes, will serve as a key reference point for future studies.