Artificial Intelligence Literacy Competencies for Teachers Through Self-Assessment Tools

Ieva Tenberga () and Linda Daniela
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Ieva Tenberga: Faculty of Education Sciences and Psychology, University of Latvia, LV-1083 Riga, Latvia
Linda Daniela: Faculty of Education Sciences and Psychology, University of Latvia, LV-1083 Riga, Latvia

Sustainability, 2024, vol. 16, issue 23, 1-25

Abstract: This study investigates the key components of teachers’ self-assessed artificial intelligence (AI) literacy competencies and how they align with existing digital literacy frameworks. The rapid development of AI technologies has highlighted the need for educators to develop AI-related skills and competencies in order to meaningfully integrate these technologies into their professional practice. A pilot study was conducted using a self-assessment questionnaire developed from frameworks such as DigiCompEdu and the Selfie for Teachers tool. The study aimed to explore the relationships between AI literacy competence and already defined digital skills and competencies through principal component analysis (PCA). The results revealed distinct components of AI literacy and digital competencies, highlighting competence overlaps in some areas, for example, digital resource management, while also confirming that AI literacy competencies form a separate and essential category. The findings show that although AI literacy aligns with other digital skills and competencies, focused attention is required to professionally develop AI-specific competencies. These insights are key elements of future research to refine and expand AI literacy tools for educators, providing targeted professional development programs to ensure that teachers are ready for the opportunities and challenges of AI in education.

Keywords: AI competencies; teachers’ digital competencies; self-evaluation; criteria development; AI in education (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2024
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