Assessing Artificial Intelligence Literacy Among Pre-Service Science Teachers: Challenges and Strategies for Improvement
Keywords:
artificial intelligence; artificial intelligence literacy; pre-service science teachers; challenges; strategies for improvement; NigeriaAbstract
The increasing use of artificial intelligence (AI) despite its challenges across different disciplines, including education, has called for the development of AI literacy (AIL) among pre-service teachers (PSTs). Efforts have focused on its ethical considerations, awareness, and student accessibility. Yet, limited research in Africa has explored the AIL levels of university students, who are critical consumers of AI technology. This study examined the AIL of pre-service science teachers (PSSTs), the challenges encountered, and strategies to improve their AIL. The study employed a sequential explanatory mixed-methods approach, with a survey followed by semi-structured interviews. A questionnaire was administered to 180 PSSTs in Anambra State, Nigeria, who were sampled using a simple random technique. Five PSSTs with moderate levels of AIL participated in semi-structured interviews for the qualitative phase of the study. The study was anchored on Vygotsky’s socio-cultural theory. Data were analysed using bar charts, means, and percentages, and thematically. The findings reveal a limited AIL level among PSSTs. The challenges faced by the PSSTs in developing AIL include limited support from the institution, poor understanding of AI concepts, limited access to AI-driven tools, unstable power supply to power AI-driven tools, and insufficient AI-related coursework. In addition, strategies identified for improving PSSTs’ AIL are the provision of mentorship, workshops, the integration of AI tools such as ChatGPT with face-to-face learning, integrating AI into existing courses, and developing new courses. The study underlines the need for teacher educators, policymakers, and curriculum developers in Africa to integrate AI into the PSST curriculum.
https://doi.org/10.26803/ijlter.24.11.17
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