Artificial Intelligence (AI) Literacy as a Pathway for School Teachers' Professional Development
DOI:
https://doi.org/10.61732/bj.v4i1.180Keywords:
Artificial intelligence literacy, teachers, structural equation modeling, survey research, Peshawar, sustainable development, Professional DevelopmentAbstract
In the same way that smart technology is boosting growth in many different sectors, artificial intelligence (AI) is becoming a major factor boosting change and innovation in the educational system. Improving one's AI literacy and learning how to effectively incorporate AI into the classroom are now essential objectives for educators seeking long-term success in their careers. In an effort to increase the efficacy of classroom instruction and the widespread use of AI, this study investigates the relationships between several aspects of teachers' AI literacy. Our research is based on an examination of 280 survey responses that assessed instructors' AI literacy in four areas: AI understanding and knowledge, AI application, AI evaluation, and AI ethics. All three of these other variables were positively and significantly impacted by AI Application (AAI). The findings suggest that the government should support initiatives that increase educators' knowledge of artificial intelligence. Making AI literacy a crucial enabler for teachers' sustainable future development requires a broad curriculum, material, techniques, and practical support for special training that aims to promote teachers' AI literacy.
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