Exploring the effects of AI literacy in teacher learning: an empirical study

Abstract

As most practitioners (including teachers) do not know how AI functions and cannot make full use of AI in education, there is an urgent need to investigate teachers’ intentions to learn AI and related determinants so as to promote their AI learning. This study collected survey data from a total of 318 K-12 teachers from sixteen provinces or municipalities in China. A two-step structural equation modeling approach was performed to analyze the data. Our findings show that K-12 teachers’ perceptions of the use of AI for social good and self-efficacy in learning AI are two direct determinants of behavioral intentions to learn AI, while awareness of AI ethics and AI literacy are two indirect ones. AI literacy has a direct impact on perceptions of the use of AI for social good, self-efficacy in learning AI and awareness of AI ethics and has an indirect impact on behavioral intentions to learn AI. This study represents one of the earliest attempts to empirically examine the power of AI literacy and explore the determinants of behavioral intentions to learn AI among K-12 teachers. Our findings can theoretically and practically contribute to the virgin field of K-12 teachers’ AI learning.