AI Literacy and Perceptions of AI-Powered Search Engines Among University Teachers in Kazakhstan

S.T. Abdrakhmanova, Galiya Bayzhumaevna Sarzhanova

2026

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DOI 10.32523/3080-1710-2026-155-2-8-19
Data confidence 70 medium
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Abstract

In the context of the rapid development of artificial intelligence, its integration into the education system has become increasingly relevant, which requires studying the level of AI literacy of teachers and their attitude toward intelligent AI-powered search engines. Despite the growing interest in the use of AI in education, the teachers’ attitudes toward intelligent search engines remain underexplored, particularly in the context of higher education. This study aims to assess the level of AI literacy among Kazakhstan university teachers, as well as to identify the relationship between the practice of using intelligent search engines and AI literacy. The research employed a mixed-methods approach integrating quantitative and qualitative data analysis. A total of 112 respondents from six universities in Kazakhstan participated in the survey. A questionnaire consisting of open-ended and closed-ended questions based on a Likert scale was administered to gather data on the characteristics of AI tools usage in educational activities. The findings indicated that the majority of teachers demonstrate an above-average level of AI literacy and typically maintain a favorable disposition towards the use of AI search engines. A statistically significant moderate positive relationship was established between the level of AI literacy and the frequency of use of AI-powered search engines (r = 0.42; p < 0.01). In most cases, teachers use artificial intelligence technologies to prepare educational materials and support scientific activities. The study’s findings underscore the necessity for enhanced teacher training programs in the field of AI literacy, the formation of skills for critical assessment of AI-generated information and the development of ethical approaches to the use of artificial intelligence in higher education.