AI literacy in secondary education: framework, assessment, and professional development in the Ukrainian context

Texto completo

The rapid proliferation of artificial intelligence tools in educational settings has created an urgent demand for AI literacy among secondary educators, yet empirical research examining this phenomenon in non-Western and crisis-affected contexts remains limited. This multi-study investigation employs a sequential explanatory mixed-methods design to examine AI literacy among Ukrainian secondary educators through national survey analysis ( n = 2018), targeted educator surveys ( n = 116), professional development evaluation ( n = 1130), and systematic mapping of European Open Science Cloud (EOSC) services. Findings reveal that while 84% of surveyed educators report AI use in professional practice, only 11% can identify specialized services beyond ChatGPT, indicating a pattern of high adoption coupled with limited specialized awareness. The study proposes a five-level AI literacy framework (Awareness, Application, Evaluation, Creation, Ethics) integrated with three paradigms of AI in education (AI-directed, AI-supported, AI-empowered). Professional development intervention demonstrates 24% improvement in AI competence, with the largest gains in practical application (+27%) and critical evaluation (+26%). Systematic analysis identifies 22 EOSC AI services applicable to secondary education, particularly in biology and geography. Results provide preliminary evidence suggesting that targeted professional development can help advance AI literacy beyond surface-level tool familiarity toward sophisticated pedagogical integration. The Ukrainian context, marked by crisis-driven digital transformation, offers insights relevant to educational systems worldwide confronting the imperative to prepare teachers for AI-enhanced instruction.

Highlights:

• 84% of Ukrainian educators use AI, but only 11% are aware of specialized services beyond ChatGPT.
• A five-level AI literacy framework integrates constructivism, connectivism, and TPACK theories.
• Professional development intervention achieves 24% competence improvement.
• EOSC provides underutilized specialized AI services for secondary education.
• The crisis context accelerates digital adoption while highlighting infrastructure gaps.