نقش میانجی وابستگی به هوش مصنوعی در رابطه اعتماد و سواد هوش مصنوعی با مهارت‌های قرن بیست‌ویکم در راستای توسعه کسب‌وکار اجتماعی در آموزش ابتدایی

Social business, as a model for addressing educational challenges using emerging technologies such as artificial intelligence, can play a key role. This study aimed to investigate the mediating role of AI dependency in the relationship between AI trust and AI literacy with 21st-century skills among elementary school teachers in Aliabad County, Golestan Province. The research method was descriptive-correlational. The statistical population consisted of 486 teachers, from which a sample of 156 was selected using Cochran's formula and systematic random sampling. Data were collected using questionnaires on 21st-century skills (Kelley et al., 2019), AI trust (Scharowski et al., 2024), AI dependency (Morales, 2024), and AI literacy (Grassini, 2024), and analyzed using Smart-PLS software and structural equation modeling. The findings revealed that AI trust and AI literacy have a significant positive impact on AI dependency. Furthermore, AI dependency showed a strong positive relationship with the dimensions of 21st-century skills (communication, critical thinking, creativity, and collaboration). The mediating role of AI dependency in the relationship between the independent variables and 21st-century skills was confirmed. In other words, AI literacy and trust, by fostering informed and purposeful dependency on AI, contribute to the enhancement of essential 21st-century skills. The results underscore the necessity of focusing on AI literacy and trust to develop 21st-century skills and indicate that a balanced and conscious dependency on AI can act as a facilitating factor in designing and implementing social business models to improve educational quality and equity.
 
 
Extended Abstract
Introduction
The present study was conducted with the aim of explaining the mediating role of artificial intelligence (AI) dependence in the relationship between AI literacy and AI trust with 21st-century skills (including communication, critical thinking, creativity, and collaboration) among primary school teachers. Considering the ever-increasing expansion of smart technologies in educational systems and the necessity of rethinking teachers' professional competencies, this research was designed within the framework of social business development in primary education. Social business, as an integrated model of social goals and sustainable economic mechanisms, can provide a platform for the equitable and purposeful utilization of AI in education. However, the effective exploitation of AI capacities depends on teachers possessing AI literacy and trust in this technology; these factors shape the type and extent of their dependence on intelligent systems. On the other hand, AI dependence, if conscious and balanced, can lead to the strengthening of 21st-century skills. Given the research gap in the simultaneous investigation of these variables in the Iranian educational context, this study sought to fill this gap by presenting a causal model.
 
Method
The present study was applied in terms of purpose and descriptive-correlational in terms of execution, conducted using structural equation modeling with the partial least squares (PLS-SEM) approach. The statistical population included 486 primary school teachers in Aliabad County, Golestan Province. Based on Cochran's formula, the sample size was estimated to be 215 individuals, but using systematic random sampling and considering data acceptance criteria, 156 individuals were selected as the final sample (equivalent to 73% of the predicted sample). The data collection instruments included four standardized questionnaires: 1) The 21st-Century Skills Questionnaire (Kelley et al., 2019) with four dimensions: collaboration (22 items), critical thinking (11 items), creativity (8 items), and communication (9 items); 2) The AI Trust Questionnaire (Scharowski et al., 2024) with 12 items (including 5 reverse-scored items); 3) The AI Dependence Questionnaire (Morales-García, 2024) with 5 items; 4) The AI Literacy Questionnaire (Grassini, 2024) with 6 items. The reliability of the instruments was confirmed through Cronbach's alpha and composite reliability. Cronbach's alpha values for the components of 21st-century skills ranged from 0.959 to 0.991, for AI trust was 0.948, for AI dependence was 0.923, and for AI literacy was 0.969, all of which were at an excellent level. Convergent validity was assessed using the Average Variance Extracted (AVE) index, and its values for all variables were above 0.50. Data analysis was performed using Smart-PLS software, and path coefficients, T-values, coefficients of determination (R²), and effect sizes (f²) were calculated to test the hypotheses. Additionally, the Variance Inflation Factor (VIF) index was used to ensure the absence of multicollinearity, and its values were below the critical threshold of 5.
 
Results
The results showed that AI literacy has a positive, direct, and significant effect on AI dependence and possesses a considerable effect size. AI trust also showed a positive and significant effect on AI dependence, although its effect size was assessed as moderate compared to AI literacy. AI dependence, as a mediating variable, established a positive and very strong relationship with all four dimensions of 21st-century skills, such that the highest effect size was related to the dimension of collaboration, followed by communication, critical thinking, and creativity. The high R² values indicated the desirable explanatory power of the model in predicting the dependent variables. Furthermore, the indirect effects of AI literacy and AI trust on 21st-century skills through AI dependence were significant, indicating the confirmation of the mediating role of this variable. The reliability and validity indices of the measurement model were at a desirable level, and the VIF values were below the critical threshold, demonstrating the robustness of the results.
 
Conclusion
Based on the research findings, it can be concluded that the development of 21st-century skills among primary school teachers depends not only on access to modern technologies but also on enhancing AI literacy and forming professional trust in this technology. These factors, by creating a type of conscious, purposeful, and balanced dependence on AI, provide the groundwork for the effective utilization of its capacities. Therefore, AI dependence, if based on knowledge, professional judgment, and ethical considerations, is not only not a threat to teachers' professional autonomy but can also act as a facilitating mechanism in strengthening their communicative, cognitive, and creative competencies. These results have important practical implications for educational policymakers and designers of social business models in education, such that investment in AI literacy training and the creation of trust-building platforms can help reduce the digital divide, improve the quality of education, and realize educational equity. Finally, it is suggested that teacher empowerment programs be designed with an emphasis on the responsible use of AI so that, while avoiding excessive dependence, the transformative capacities of this technology can be harnessed for sustainable educational development.
 
Funding
No funding was received from any public or private entity.
 
Authors’ Contribution
All authors contributed equally to conducting the research.
 
Conflict of Interest
No conflicts of interest were reported in this study.
 
 
Acknowledgments
All individuals who assisted the researchers in conducting the study are sincerely thanked and acknowledged