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.