Background and Aims: The present study was conducted to propose a structural model of the mediating role of attitude towards Artificial Intelligence (AI) in the relationship between AI literacy and instructional quality.
Method: This research is quantitative.field-based in its implementation, and descriptive-correlational in its analytical technique. The statistical population consisted of all elementary school teachers in the four districts of Karaj during the 2025-2026 academic year. From this population, 206 teachers were selected using stratified random sampling. Data collection tools included the AI Attitude Questionnaire (Shipman & Rodway, 2020), the AI Literacy Questionnaire (Carlsson et al., 2023), and the Instructional Quality Questionnaire (Mousavi et al., 2019). The validity of the instruments was confirmed by experts in educational sciences and psychology. Data were analyzed using Structural Equation Modeling (SEM) via SPSS 22 and LISREL 8.50 software.
Findings: The results indicated that the proposed model possessed a good and acceptable fit (chi^2/df = 2.99, GFI = 0.92, AGFI = 0.91, CFI = 0.91, NFI = 0.93, SRMSEA = 0.064). Furthermore, the AI literacy component had a significant and positive effect on teachers' instructional quality, both directly and indirectly through the AI attitude component (p < 0.05).
Conclusion: Given the adequate fit of the proposed model, it can be asserted that enhancing AI literacy and fostering a positive attitude toward it can lead to improving teachers' instructional quality and increasing the effectiveness of educational processes. Therefore, it is essential to consider these components and their impacts when guiding teachers' instructional skills in schools.