Explorıng k-12 teachers’ general attıtudes towards aı and currıculum needs for aı lıteracy course

Date

2025-8-25

Author

Nipa, Amena Akter

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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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Artificial Intelligence (AI) is increasingly transforming education by providing innovative tools that enhance teaching and learning. However, many educators remain uncertain about how to utilize AI effectively while ensuring ethical practices, highlighting the need for AI literacy in K-12 education. Before implementing AI literacy curricula, understanding teachers’ attitudes toward AI and their needs for successful adoption is essential. This study explored K-12 teachers’ attitudes toward AI and their curriculum needs for implementing AI literacy. A mixed-method approach was adopted, employing the General Attitudes towards Artificial Intelligence Scale (GAAIS) to measure attitudes and open-ended survey questions to capture teachers’ perspectives. The study involved 40 teachers from public and private K-12 schools who voluntarily shared their views. Findings revealed that teachers hold moderately positive attitudes toward the beneficial aspects of AI (M = 3.33/5) and a somewhat forgiving attitude toward its negative aspects (M = 3.07/5), suggesting a general openness to AI integration in education. Thematic analysis of teachers’ responses identified key needs for successful AI literacy implementation, including professional development training, technical support, comprehensive curriculum resources, and clear ethical and policy guidelines. Teachers also emphasized the importance of promoting responsible AI use and aligning curriculum content with real-world applications. Overall, the study contributes to the growing field of AI in education by offering insights that can guide policymakers, curriculum developers, and educational leaders in designing effective AI literacy curricula for K-12 schools.

Subject Keywords

Artificial intelligence, Ai literacy, K-12 education, Teacher attitudes and curriculum needs, Digital transformation in education

URI

https://hdl.handle.net/11511/115682

Collections

Graduate School of Natural and Applied Sciences, Thesis