AI literacy in K-12: a systematic literature review

International Journal of STEM Education

卷:10

Review

Senén Barro¹  Maria Taboada²  Alejandro Catala³  Lorena Casal-Otero⁴  Carmen Fernández-Morante⁴  Beatriz Cebreiro⁴ 

[1] Centro Singular de Investigación en Tecnoloxías Intelixentes (CiTIUS), Universidade de Santiago de Compostela, 15782, Santiago de Compostela, Spain;

[2] Departamento de Electrónica e Computación, Universidade de Santiago de Compostela, 15782, Santiago de Compostela, Spain;

[3] Departamento de Electrónica e Computación, Universidade de Santiago de Compostela, 15782, Santiago de Compostela, Spain;Centro Singular de Investigación en Tecnoloxías Intelixentes (CiTIUS), Universidade de Santiago de Compostela, 15782, Santiago de Compostela, Spain;

[4] Pedagogy and Didactics Department, University of Santiago de Compostela, 15782, Santiago de Compostela, Spain;

关键词: Secondary education;    Teaching/learning strategies;    Twenty-first century skills;    Cultural and social implications;   

DOI  :  10.1186/s40594-023-00418-7

 received in 2022-09-06, accepted in 2023-03-30,  发布年份 2023

来源: Springer

【 摘 要 】

The successful irruption of AI-based technology in our daily lives has led to a growing educational, social, and political interest in training citizens in AI. Education systems now need to train students at the K-12 level to live in a society where they must interact with AI. Thus, AI literacy is a pedagogical and cognitive challenge at the K-12 level. This study aimed to understand how AI is being integrated into K-12 education worldwide. We conducted a search process following the systematic literature review method using Scopus. 179 documents were reviewed, and two broad groups of AI literacy approaches were identified, namely learning experience and theoretical perspective. The first group covered experiences in learning technical, conceptual and applied skills in a particular domain of interest. The second group revealed that significant efforts are being made to design models that frame AI literacy proposals. There were hardly any experiences that assessed whether students understood AI concepts after the learning experience. Little attention has been paid to the undesirable consequences of an indiscriminate and insufficiently thought-out application of AI. A competency framework is required to guide the didactic proposals designed by educational institutions and define a curriculum reflecting the sequence and academic continuity, which should be modular, personalized and adjusted to the conditions of the schools. Finally, AI literacy can be leveraged to enhance the learning of disciplinary core subjects by integrating AI into the teaching process of those subjects, provided the curriculum is co-designed with teachers.

【 授权许可】

CC BY   
© The Author(s) 2023

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