Purpose: The increasing integration of artificial intelligence (AI) technologies into educational environments has emphasized the need to evaluate teachers’ digital literacy and their intentions to engage with these tools. This study aims to explore the mediating role of mathematics teachers’ perceptions of AI usage in the relationship between their digital literacy and intentions to learn AI. Method: A correlational survey design was adopted with a sample of 476 mathematics teachers from various regions of Türkiye. Data were collected online using validated measurement tools for digital literacy, perceived AI use, and AI learning intention. Statistical analyses were performed using SPSS and Hayes' PROCESS macro, including descriptive statistics and correlation analysis. The default mediating effect model was tested using regression-based mediating effect analysis with bootstrap confidence intervals for indirect effects. Findings: The results indicated a significant and positive relationship between digital literacy and AI learning intentions. Furthermore, perceptions of AI use were found to partially mediate this relationship. These findings suggest that teachers with higher dig
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