ASSESSING AI LITERACY AND ATTITUDES TOWARD AI AMONG BACHELOR OF SECONDARY EDUCATION - ENGLISH MAJOR STUDENTS IN A PHILIPPINE UNIVERSITY

This study examined the levels of artificial intelligence (AI) literacy and attitudes toward AI among Bachelor of Secondary Education–English major students at De La Salle University–Dasmariñas and explored the relationships between these constructs. AI literacy was conceptualized as a multidimensional construct comprising Know & Understand AI, Use & Apply AI, Detect AI, and AI Ethics, while attitudes were measured across positive and negative dimensions. Data were collected from 13 pre-service teachers using the Meta AI Literacy Scale (MAILS) and the General Attitudes toward Artificial Intelligence Scale (GAAIS). Results indicate that participants demonstrated moderate overall AI literacy, with the highest scores in conceptual understanding and ethical awareness, moderate detection skills, and weakest performance in practical application. Attitudinal findings revealed a cautiously skeptical stance: positive attitudes were low, while negative attitudes were moderate, reflecting ambivalence rather than outright opposition to AI. Correlational analysis showed a significant positive relationship between Use & Apply AI and positive attitudes (ρ = .58, p = .038), while other literacy dimensions were not significantly associated with attitudes. The findings highlight the critical role of hands-on experience in shaping positive orientations toward AI and underscore the need for teacher education programs to integrate structured, practice-oriented AI learning that bridges conceptual knowledge, ethical reflection, and practical competence.