Measuring Artificial Intelligence Literacy of Pre-service Teachers at a University in Northwest China

Abstract

With the continuous development of artificial intelligence (AI), technology is constantly penetrating all aspects of education. The level of AI literacy of pre-service teachers directly affects the quality of future education. However, studies exploring and improving pre-service teachers' AI literacy received less attention. This study analyzed the structure and degree of pre-service teachers' AI literacy in a university in Northwest China. A questionnaire was used to understand the real level of pre-service teachers' AI literacy. A total of323 valid sample data were collected. SPSS and AMOS software were used to analyze the data. The findings indicate that pre-service teachers' AI literacy includes three dimensions: AI knowledge, AI ability, AI awareness and ethics. However, pre-service teachers in Northwest China do not have a comprehensive mastery of AI knowledge, and because of this, the development of AI competence needs to be improved and there are also some problems in AI awareness and ethics, such as lack of attention to privacy protection when using AI tools. Based on the findings, this study proposes strategies for the cultivation of pre-service teachers' AI literacy at the school level from three aspects: improving the talent cultivation program, updating the content of the teacher education curriculum, and increasing the opportunities for practical application.

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