Artificial Intelligence (AI) has the potential to enhance student achievement and learning efficiency while alleviating teachers' workload by providing personalized learning experiences in education. By offering content tailored to students' individual learning speeds and needs, AI can make education more effective. The integration of AI into Religious Culture and Moral Knowledge (DKAB) courses can help students gain a deeper understanding of religious and moral values, as well as increase their awareness of different cultures and belief systems. Moreover, interactive and digital learning tools can contribute to students’ ability to think more critically and analytically about ethical and spiritual issues. This study examines the attitudes of 150 DKAB teachers working in public schools in İzmir toward the use of AI. The results reveal that individuals’ attitudes towards AI are associated with factors such as education level, age, and seniority. The AI Engagement dimension exhibits a positive correlation with education level (0.217), while age (-0.176) and seniority (-0.153) are negatively correlated, indicating that interest in AI decreases as these factors increase. In the Resistance to AI dimension, resistance increases with age (0.231) and seniority (0.198), whereas a negative correlation with education level (-0.289) suggests that resistance to AI declines as education level rises. The AI Adoption dimension shows a positive correlation with education level (0.312), indicating that individuals with higher education levels find AI more useful and engaging. However, as age (-0.204) and seniority (-0.176) increase, the tendency to adopt AI decreases. The study also found no significant impact of gender and school type on attitudes toward AI.