Identifying the components of foundational Artificial Intelligence (AI) literacy - Early results from a Delphi study

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dc.contributor.authorMacCallum, Kathryn
dc.contributor.authorParsons D
dc.contributor.authorMohaghegh M
dc.date.accessioned2024-05-06T23:50:48Z
dc.date.available2024-05-06T23:50:48Z
dc.date.issued2023
dc.description.abstractThis article provides some initial results from the first phase of a Delphi study to identify the critical components of an Artificial Intelligence (AI) literacy curriculum. This article explores the study results that address a four-level capability model, but only the lowest level of this model. The Delphi panel comprised 17 experts in AI, and the first round of the study used a survey to gather the experts' responses in three areas that were based on previous literature - knowledge (and concepts) of AI, skills related to AI, and understanding AI in context. A structured thematic analysis revealed several themes under these categories. For foundational knowledge and concepts, it was determined that three areas were needed, namely 1) what is AI? 2) applications of AI, and 3) AI technologies. Skills were divided into cognitive and technical skills, with cognitive skills further divided into 21st-century and applied skills. Understandings comprised social issues, risks, and debates. The repeated ideas that formed these themes gave rich insights into how an AI literacy curriculum might be structured and provided a firm foundation for subsequent rounds of the study, which will involve further iteration and consolidation of these ideas.
dc.identifier.citationMacCallum K, Parsons D, Mohaghegh M (2023). Identifying the components of foundational Artificial Intelligence (AI) literacy - Early results from a Delphi study. ASCILITE Publications. 157-166.
dc.identifier.doihttp://doi.org/10.14742/apubs.2023.672
dc.identifier.issn2653-665X
dc.identifier.urihttps://hdl.handle.net/10092/106884
dc.publisherAustralasian Society for Computers in Learning in Tertiary Education
dc.rightsAll rights reserved unless otherwise stated
dc.rights.urihttp://hdl.handle.net/10092/17651
dc.subjectAI Literacy
dc.subjectDelphi Study
dc.subjectCapability Model
dc.subject.anzsrc46 - Information and computing sciences::4602 - Artificial intelligence
dc.subject.anzsrc39 - Education::3901 - Curriculum and pedagogy::390113 - Science, technology and engineering curriculum and pedagogy
dc.subject.anzsrc39 - Education::3902 - Education policy, sociology and philosophy::390201 - Education policy
dc.subject.anzsrc47 - Language, communication and culture::4701 - Communication and media studies::470102 - Communication technology and digital media studies
dc.subject.anzsrc46 - Information and computing sciences::4608 - Human-centred computing::460806 - Human-computer interaction
dc.subject.anzsrc39 - Education::3904 - Specialist studies in education::390405 - Educational technology and computing
dc.subject.anzsrc39 - Education::3904 - Specialist studies in education::390403 - Educational administration, management and leadership
dc.titleIdentifying the components of foundational Artificial Intelligence (AI) literacy - Early results from a Delphi study
dc.typeJournal Article
uc.collegeFaculty of Education
uc.departmentSchool of Educational Studies and Leadership
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