📄 Abstract
Artificial Intelligence (AI) has emerged as a transformative force in education, influencing teaching methodologies, learning experiences, and educational administration. The successful integration of AI in education depends largely on teachers' readiness to understand and utilize AI technologies effectively. Simultaneously, self-directed learning has become an essential competency that enables learners to take responsibility for their own learning process. The present study investigates the relationship between Artificial Intelligence Readiness and Self-Directed Learning among prospective teachers. The study adopts a descriptive survey method and includes a sample of 450 prospective teachers selected from various teacher education institutions. Data are collected using standardized scales on Artificial Intelligence Readiness and Self-Directed Learning. Statistical techniques such as Mean, Standard Deviation, t-test, ANOVA, and Pearson's Product Moment Correlation are employed for analysis. The findings are expected to reveal a significant positive relationship between Artificial Intelligence Readiness and Self-Directed Learning. The study highlights the need for integrating AI literacy and self-directed learning skills into teacher education programmes to prepare future educators for technology-enhanced classrooms.
🏷️ Keywords
📚 How to Cite:
Dr. T.Sivasakthi Rajammal , A STUDY ON ARTIFICIAL INTELLIGENCE READINESS IN RELATION TO SELF-DIRECTED LEARNING AMONG PROSPECTIVE TEACHERS , Volume 11 , Issue 6, June 2026, EPRA International Journal of Research & Development (IJRD) , Pages: 269 - 276 , DOI: https://doi.org/10.36713/epra28410