Developing AI Literacy for Primary and Middle School Teachers in China: Based on a Structural Equation Modeling Analysis

Abstract

As smart technology promotes the development of various industries, artificial intelligence (AI) has also become an important driving force for innovation and transformation in education. For teachers, how to skillfully apply AI in teaching and improve their AI literacy has become a necessary goal for their sustainable professional development. This research examines the correlations among the dimensions of AI literacy of teachers in order to promote the effectiveness of class teaching and the adoption of artificial intelligence literacy (AIL). Our findings are based on the analysis of 1013 survey results, where we tested the level of AI literacy of teachers, including Knowing and Understanding AI (KUAI), Applying AI (AAI), Evaluating AI Application (EAIA), and AI Ethics (AIE). We find that AAI had a significant, positive effect on the other three dimensions. Thus, based on the analysis, the government should take action to cultivate teachers’ AI literacy. In order to improve teachers’ AI literacy, the choice of curriculum, content, methods, and practical resources for special training should be diverse and committed to making AI literacy an essential enabler for teachers’ sustainable future development.

Teachers' perspectives on artificial intelligence in education

“…The study indicates that many teachers view AI as a valuable supplementary tool for enhancing education, resonating with the broader trend of recognizing the potential benefits of technology in education. This sentiment is further supported by the research of Chiu et al (2022) and Zhao et al (2022), emphasizing the need to explore the development of AI literacy for teachers in diverse educational contexts. The study also reinforced the consistent positive perception of AI across different experience levels and academic backgrounds (Chiu & Chai, 2020).…”

Using deep learning-based artificial intelligence electronic images in improving middle school teachers’ literacy

“…Moreover, they advocated for the adoption of a teaching achievement model as a theoretical perspective to guide educators and researchers in leveraging teaching activity data to enhance teaching quality ( Ndukwe & Daniel, 2020 ). Zhao, Wu & Luo (2022) scrutinized the correlation between dimensions of teachers’ AI literacy, aiming to enhance the efficacy of classroom teaching and the integration of AI literacy. Their assessment encompassed teachers’ AI literacy levels, covering aspects such as knowledge and understanding of AI, AI application, evaluation of AI application, and AI ethics.…”

“…Their assessment encompassed teachers’ AI literacy levels, covering aspects such as knowledge and understanding of AI, AI application, evaluation of AI application, and AI ethics. Findings indicated that AI applications significantly positively influenced the other three dimensions ( Zhao, Wu & Luo, 2022 ). Additionally, Chen et al (2022) employed a structural equation model and fuzzy set for qualitative comparative analysis to investigate the impact of school information and communication technology (ICT) infrastructure and teachers’ information literacy on teacher burnout.…”

Teacher Experiences with AI-based Educational Tools

“…By incorporating AI topics into the curriculum, educators can equip students with the knowledge and skills they need to navigate the challenges and opportunities presented by AI. However, for such initiatives to be successful, teachers themselves must be empowered with AI knowledge and literacy (Zhao et al, 2022). Developing teachers' understanding of AI, its applications, and its implications is essential for fostering a learning environment that encourages innovation, critical thinking, and ethical reasoning.…”