The increasing integration of artificial intelligence (AI) into everyday life has made understanding students' attitudes toward AI critical for fostering equitable and inclusive adoption, particularly in K-12 settings. This study explores gender-based perspectives on attitudes toward AI using a multidimensional approach grounded in the UNESCO framework, encompassing dimensions such as exploration, determination, motivation, and collaboration. The "Attitude Towards AI" scale, developed to capture these dimensions, was administered to 168 students to investigate potential gender-based differences in perceptions of AI. Preliminary analyses focused on identifying trends and patterns across the four dimensions, aiming to uncover detailed insights into how gender may shape attitudes toward AI. The psychometric properties of the scale were also assessed to ensure the reliability and validity of its multidimensional structure.
This study underscores the importance of measuring students' attitudes across dimensions such as exploration, determination, motivation, and collaboration to understand how these factors contribute to equitable AI adoption. By fostering students' ability to explore AI's potential, nurturing their determination to engage with AI tools, motivating them to harness AI for learning, and promoting collaborative AI-integrated environments, educators and policymakers can create inclusive and empowering educational experiences. The findings provide a foundational understanding that can inform the design of AI systems and educational interventions aimed at addressing gender disparities and preparing students for a technology-driven future. This study contributes to the growing body of literature on human-computer interaction and offers a robust framework for future research in AI education.

Keywords: Artificial Intelligence (AI), Attitudes, Gender Differences, AI- Education, K-12 and Multidimensional Analysis.