📄 Abstract
Artificial Intelligence (AI) is rapidly emerging as an influential technology in education, creating new possibilities for teaching, learning, assessment and professional practice. Its increasing presence in educational settings has also generated a growing need to prepare teachers who can understand, evaluate and use AI responsibly. In this context, AI literacy and AI readiness have become important dimensions of contemporary teacher education. The present study focuses on AI literacy and AI readiness among pre-service teachers for sustainable education, with particular attention to the relationship between these two constructs. The study seeks to examine the level of AI literacy and AI readiness among pre-service teachers and to determine whether a significant relationship exists between them. A descriptive and correlational research design will be employed. Data will be collected from selected pre-service teachers enrolled in B.Ed. programmes using a structured questionnaire developed around relevant dimensions of AI literacy and AI readiness. Appropriate descriptive and inferential statistical techniques will be used to analyse the collected data, with the level of significance maintained at 0.05. The study is grounded in the understanding that effective AI integration in education requires more than technical familiarity with AI tools. Future teachers need conceptual understanding, critical evaluation skills, awareness of ethical concerns, confidence and pedagogical preparedness to use AI appropriately. The study therefore considers AI literacy and AI readiness as related but distinct dimensions of teacher preparedness. Its findings are expected to provide useful insights for strengthening AI-related competencies within teacher education programmes and promoting responsible, inclusive and human-centred use of AI. In the broader context of sustainable education, developing such competencies may help future teachers respond effectively to technological change while maintaining professional judgement, learner-centredness and ethical responsibility.
🏷️ Keywords
📚 How to Cite:
Kundan Kumar Singh , AI LITERACY AND READINESS AMONG PRE-SERVICE TEACHERS FOR SUSTAINABLE EDUCATION , Volume 11 , Issue 8, August 2026, EPRA International Journal of Research & Development (IJRD) , Pages: 133 - 141 ,