Teacher’s artificial intelligence literacy debate: definition, structure, measurement
DOI:
https://doi.org/10.52934/eto.2025.06Słowa kluczowe:
artificial intelligence (AI), AI literacy, teacher education, skills and competencies, AI in education (AIED), professional developmentAbstrakt
The rapid advancement of artificial intelligence (AI) has brought significant changes across various domains, including the education sector. AI's integration in education spans multiple areas: adaptive learning platforms that tailor educational materials based on learner performance, intelligent tutoring systems providing personalized tutoring, AI-tailored educational content for personalized learning, virtual classrooms equipped with AI tools for interactive learning experiences, automated assessment and feedback systems, predictive analytics for student retention, and AI-powered technologies enhancing accessibility and inclusivity for students with disabilities. Additionally, AI streamlines administrative tasks, allowing educators to focus more on teaching. These AI applications highlight the potential for transforming education, making it more personalized, efficient, and inclusive.
Despite the benefits, the widespread adoption of AI in education poses challenges, notably the lack of skills and competencies among educators to effectively implement AI-driven teaching and learning. This issue is particularly prevalent among education professionals without prior expertise in information and communication technologies, especially in social sciences and humanities. The debate on defining the necessary skills and competencies has led to the concept of AI literacy, which has been extensively discussed by researchers in fields intersecting human and technology interactions.
This article aims to explore recent perspectives on AI literacy for educators, examining its nature and components, and discussing tools to assess AI literacy development levels. Understanding AI literacy is crucial for preparing educators to operate in AI-powered educational environments. The article also differentiates between AI literacy (learning about AI) and AI in Education (AIED), which involves using AI applications and AI-driven systems for educational purposes. Assessing and enhancing AI literacy among educators is essential for leveraging AI's full potential in transforming teaching and learning practices.
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