The predictive effects of AI anxiety on 21st-century skills and lifelong learning tendencies: a study of pre-service teachers in Northern Cyprus

Introduction: The introduction of artificial intelligence (AI) into education presents a significant psychological challenge for students, potentially eliciting specific anxieties that may influence the development of 21st-century competencies and lifelong learning tendencies. This study examines the predictive effects of AI anxiety dimensions (Learning AI, Job Replacement, Sociotechnical Blindness, and AI Configuration) on 21st-century skills and lifelong learning tendencies among pre-service teachers in Northern Cyprus. Methods: Using a quantitative design, data were collected from 396 pre-service teachers enrolled in education faculties. Validated scales for AI Anxiety, Multidimensional 21st-century Skills, and Lifelong Learning were administered. Data were analyzed using multiple regression analyses to determine the predictive power of specific AI anxiety dimensions on distinct skill domains. Results: While overall AI anxiety did not predict 21st-century skills, specific dimensions showed selective predictive power. Learning AI anxiety was a significant negative predictor of Critical Thinking, Problem-Solving, and Career Awareness. Job Replacement anxiety was a significant negative predictor of Social Responsibility and Leadership. Conversely, Sociotechnical Blindness emerged as a significant positive predictor of Social Responsibility and Leadership. The AI Configuration dimension and lifelong learning tendencies were not significantly predicted by these anxieties. Discussion: The findings indicate that AI anxiety is multidimensional and affects specific 21st-century skill domains selectively. Because lifelong learning orientations remained stable, educational interventions should move beyond broad AI literacy and instead target specific psychological concerns, such as learning-related anxiety and fears regarding job replacement, to better support future educators.