ABSTRACT
Although AI literacy among students has been widely studied, research focusing on prospective teachers, especially in chemistry, remains limited. This study addresses this gap by examining the level of artificial intelligence literacy among prospective chemistry teachers. It also investigates differences in AI literacy based on gender, school of origin, and parental income, contributing to SDG 4 (Quality Education) by promoting equitable access to AI knowledge. Using a mixed-methods approach, 310 students were selected through probability sampling. The AILQ (AI Literacy Questionnaire) and interviews were employed for data collection. Descriptive statistics analysed questionnaire data, while thematic analysis examined interview responses. Findings reveal that 67.10% of prospective chemistry teachers exhibit high AI literacy. These results underscore AI literacy's inclusivity in teacher education and its potential to support equitable access to technological competence, aligning with SDG 4.
