Cybersecurity Education in the Age of Artificial Intelligence: Are Pre-service Teachers Prepared for Digital Risks?

Abstract

The increasing integration of digital technologies into educational environments requires teachers to possess not only pedagogical and technological competencies but also cybersecurity knowledge and skills. In particular, the integration of artificial intelligence (AI)-supported tools into teaching and learning processes has introduced new digital risks such as data security breaches, privacy concerns, phishing attacks, misinformation, and algorithmic manipulation. In this context, pre-service teachers’ cybersecurity awareness and their ability to manage digital risks have become an important component of teacher education programs. Teachers’ ability to use technology safely and ethically in both classroom and online learning environments is crucial for ensuring students’ digital safety.

The aim of this study is to examine the existing literature on pre-service teachers’ cybersecurity competencies and their preparedness for digital risks in the age of artificial intelligence. Accordingly, the study is designed as a descriptive literature review. Within the scope of the study, national academic research focusing on pre-service teachers’ cybersecurity awareness, digital safety skills, and the secure use of AI-supported technologies was systematically reviewed. The literature review includes academic articles in the fields of educational technology, teacher education, and digital security in Turkey.

The reviewed studies were analyzed within several thematic dimensions, including pre-service teachers’ cybersecurity knowledge, digital security awareness, safe internet use, data protection skills, and the secure use of AI-based tools.

The findings of this study are expected to contribute to the understanding of the current state of research on pre-service teachers’ preparedness for digital risks and to highlight the need to strengthen cybersecurity and AI-related digital risk education within teacher education programs. Furthermore, the study aims to identify research gaps in the literature and provide directions for future studies concerning digital citizenship and safe technology use among pre-service teachers.