E64 Teachers' Awareness of Biases in AI (Short paper) Table 3. Pearson Correlations between Awareness of AI Biases, Digital Literacy, Technological Anxiety, and Cultural Competence (N = 120) 5 4 3 2 1 Mean (St. Div) Variables - 2.82 (0.95) 1. AI Bias Awareness 0.424*** 3.70 (1.45) 2. Tech Use (Digital Literacy) -0.640*** -0.362*** 2.01 (1.04) 3. Tech Anxiety -0.437*** 0.450*** 0.388*** 3.51 (0.83) 4. Multicultural Competence 0.510*** -0.420*** 0.525*** 0.370*** 2.44 (1.09) 5. Social Proximity Discussion and implications Teachers reported a moderate awareness of cultural bias in AI (M = 2.82, SD = 0.95), indicating that many acknowledge the risk of biased outputs, but that such awareness is not yet uniformly embedded in routine pedagogical decision-making. Group comparisons revealed clear role- and experience-based differences: teachers with extensive technological training reported higher awareness than those with partial or no training, and ICT coordinators reported substantially higher awareness than noncoordinators. These differences suggest that engagement with educational technologies and implementation responsibility may cultivate a critical stance toward AI outputs in schools. Correlational patterns reinforced this interpretation. Awareness of AI bias was positively associated with frequency of digital use, intercultural), and social proximity. Technological anxiety, by contrast, was negatively related to both digital use and bias awareness. Together, these links point to a coherent profile: teachers who are digitally active and culturally oriented appear more likely to notice representational gaps, question “neutral” outputs, and intervene when AI reproduces stereotypes. Implications are practical and immediate. Professional development should integrate AI critical literacy (e.g., cross-checking sources, comparing alternative prompts/outputs, and documenting uncertainty and limitations) with culturally responsive pedagogy, so that “bias awareness” becomes an operational classroom routine rather than an abstract principle. Schools can leverage ICT coordinators as internal facilitators for responsible AI adoption, while also offering scaffolded practice and peer mentoring to reduce technological anxiety. Limitations include self-report measures and cross-sectional design; future work should employ interventions and classroom-based tasks to examine whether training changes not only attitudes but also observable practices of bias detection and mitigation.
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