Teaching Artificial Intelligence in Junior Secondary Education Using an Authentic Approach: A Qualitative Evaluation of the Grade Six AI Learning Module in Sri Lanka

Abstract

Sri Lanka has taken the initiative through its new education reforms to introduce Artificial Intelligence (AI) as a compulsory content in the ICT curriculum of lower secondary education from 2025. This national task focused on applying a more appropriate pedagogical approach to make a relatively complex subject like AI easier for students to understand. When the literature is examined, it is seen that different teaching approaches were used to teach AI worldwide, and authentic learning has been considered the most appropriate method. This study was conducted to assess the applicability of the learning module, which has been developed based on authentic learning techniques to teach AI to grade six school children in Sri Lanka. A qualitative study was conducted among six ICT school teachers who engage in teaching for lower secondary grades. Participants were selected purposefully to gather more important views on the research question. Key informants’ interviews were conducted using a qualitative guide, and all interviews were audio recorded following informed consent. All recordings were reviewed, and important areas were identified. Results revealed that our module provides more opportunities for the students to learn AI with their real-life experiences, moves students from passive receivers of information to active participants in their own discovery process, increases their motivation and retention to learn AI and helps to improve 21stcentury skills, i.e., learning skills, literacy skills and life skills, of the learners. The analysis of the results provided strong evidence to conclude that the developed learning module will be useful in teaching AI to grade six school children in Sri Lanka using an authentic learning approach. Similarly, it will enhance the knowledge and skills of students related to AI in a more sustainable manner to prepare them for the challenges and opportunities of the 21st century and the 4th industrial revolution.

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