alfabetización en IA

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

This study addresses the gap between the theoretical framework of Generative Artificial Intelligence (GenAI) literacy and its practical development, by investigating how university students in the humanities acquire and refine GenAI-related knowledge, skills, and attitudes. Through a 16-week intervention structured into three progressive phases, 16 students engaged with multiple GenAI tools while developing competencies in research and academic writing. The data collection included structured GenAI dialogues, periodic questionnaires, reflective assignments, and in-depth interviews. The findings revealed three interconnected dimensions of GenAI literacy development. Students internalized and...

Fostering responsible AI literacy: A systematic review of K-12 AI ethics education

Ming Ma, Davy Tsz Kit Ng, Zhichun Liu (2025)

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial

Resumen:

AI ethics education remains significantly underprioritized in classroom practice, despite the global push for AI literacy in K-12 curricula. This systematic review analyzes 68 peer-reviewed publications (from January 2014 to March 2025) to map the research landscape of K-12 AI ethics education. The results reveal global trends in the current research landscape, pedagogical designs addressing major responsible AI (RAI) principles, and various learning assessment methods, and students’ ethical learning outcomes manifested across cognitive, affective, and behavioral domains. By further synthesizing findings, we identify disparities of eastern and western contexts, gaps in addressing RAI...

Secondary school students' mental models and attitudes regarding artificial intelligence - A scoping review

Erik Marx, Thiemo Leonhardt, Nadine Bergner (2023)

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial

Resumen:

With the increasing relevance of Artificial Intelligence (AI) in society, AI literacy is increasingly being integrated into K-12 education. However, students already form conceptions about modern technologies (especially AI) from their interaction with their everyday environment. In this paper, we conduct a systematic scoping review on the emerging research field of secondary school students' mental models and attitudes regarding AI. Our goal is to identify research approaches and uncover research gaps. To achieve this, we reviewed literature published within the timeframe of 2012–2022 found in the ACM, IEEE, ERIC, and Science Direct databases. In total, we identified 18 relevant papers,...

Exploring the relationship between empowerment in using artificial intelligence for problem-solving and artificial intelligence ethical awareness: Multi-group structural equation modelling

Siu-Cheung Kong, Jinyu Zhu (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

While increasing attention has been given to cultivating students' artificial intelligence (AI) ethical awareness, the factors that contribute to its development remain underexplored. Psychological empowerment is a crucial motivational factor influencing students' intentions to incorporate ethical norms in developing AI-based solutions. Hence, this study filled this up by exploring the relationship between empowerment in using AI for problem-solving and AI ethical awareness. Empowerment in using AI for problem-solving in this study comprised three components: impact, self-efficacy and meaningfulness. Data was collected from 681 students from secondary schools and a university in Hong Kong....

The role of learners’ competencies in artificial intelligence education

Ismaila Temitayo Sanusi, Sunday Adewale Olaleye, Friday Joseph Agbo (2022)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

As society deals with the advances and disruptions owing to artificial intelligence, children must understand how it works. Especially that children grow up with these technologies will help them develop into informed citizens and better understand the world around them. While artificial intelligence education has been considered relevant, there is a growing global trend to teach artificial intelligence across K-12 levels. This development has necessitated designing and implementing artificial intelligence curriculum and related resources in schools. Notwithstanding that the developed curriculum may be adopted in another context, unique needs exist that suggest contextual and cultural...

Why don't teachers teach AI ethics? Understanding teachers' beliefs and intentions in Chinese AI curriculum implementation through the theory of planned behaviour

Ming Ma, Davy Tsz Kit Ng, Zhichun Liu (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

While artificial intelligence (AI) education is expanding globally, the implementation of AI ethics education in K-12 AI curricula remains a critical challenge, particularly in top-down curriculum reform contexts like China. This study investigates the factors influencing secondary information technology (IT) teachers' intention to teach AI ethics, grounding in Theory of Planned Behaviour (TPB). Through semi-structured interviews with 14 in-service teachers in China's Greater Bay Area (GBA), we identified key behavioural beliefs (e.g., fostering critical thinking, navigating rapid technological change, and adapting western-centric ethics), normative beliefs (e.g., new curriculum policy,...

Pre-service teachers preparedness for AI-integrated education: An investigation from perceptions, capabilities, and teachers’ identity changes

Lihang Guan, Yue Zhang, Mingyue Michelle Gu (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

Artificial intelligence (AI) has provided numerous learning benefits due to and beyond its personalization capabilities. AI significantly alters the interaction dynamics among students, teachers, and technology, necessitating the collaborative integration of AI in education instead of mere mechanical use. This study investigates pre-service teachers' perceptions and capabilities within the framework of social cognitive theory, focusing on their attitudes, intentions, self-efficacy, and AI literacy for effective AI integration. We discuss how these perceptions and capabilities help pre-service teachers prepare for the changing identities of being a teacher in AI-integrated education....

Developing and validating measures for AI literacy tests: From self-reported to objective measures

Thomas K.F. Chiu, Yifan Chen, King Woon Yau (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

The majority of AI literacy studies have designed and developed self-reported questionnaires to assess AI learning and understanding. These studies assessed students' perceived AI capability rather than AI literacy because self-perceptions are seldom an accurate account of true measures. International assessment programs that use objective measures to assess science, mathematical, digital, and computational literacy back up this argument. Furthermore, because AI education research is still in its infancy, the current definition of AI literacy in the literature may not meet the needs of young students. Therefore, this study aims to develop and validate an AI literacy test for school students...

Effects of an AI-supported inquiry model on AI literacy and authentic performance: A quasi-experimental study with preservice teachers

Dongyun Cao, Yuting Yan, Anyuan Xiong (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

As generative AI becomes more common in teacher education, programs need instructional models that help preservice teachers use AI purposefully, critically, and productively in authentic academic work. However, evidence on how structured AI-supported inquiry improves both AI literacy and performance remains limited. Grounded in Deweyan Inquiry and the Practical Inquiry model, this quasi-experimental study examined the effects of QUEST + AI, an AI-supported inquiry model built around five phases: Question, Understand, Engage, Solve, and Teach. Ninety-five preservice teachers in an educational research methods course participated in a 10-week study using two intact classes (experimental n =...

Conceptualizing AI literacy: An exploratory review

Davy Tsz Kit Ng, Jac Ka Lok Leung, Samuel Kai Wah Chu (2021)

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial

Resumen:

Artificial Intelligence (AI) has spread across industries (e.g., business, science, art, education) to enhance user experience, improve work efficiency, and create many future job opportunities. However, public understanding of AI technologies and how to define AI literacy is under-explored. This vision poses upcoming challenges for our next generation to learn about AI. On this note, an exploratory review was conducted to conceptualize the newly emerging concept “AI literacy”, in search for a sound theoretical foundation to define, teach and evaluate AI literacy. Grounded in literature on 30 existing peer-reviewed articles, this review proposed four aspects (i.e., know and understand, use...