Year: 2025
Type: article
Abstract: This study examines the intricate connection between teachers' agency and their levels of artificial intelligence (AI) literacy.Utilizing qualitative data from two teachers, the analysis showed that Christine's proactive stance led to positive changes, while Sam's reluctance reflected the limitations resulting from insufficient guidance and support.The results highlighted the influence of institutional assistance, peer collaboration, and individual beliefs on teachers' engagement with AI in their classrooms.The paper emphasizes the need to cultivate a supportive environment for AI literacy among teachers, allowing them to adapt to technological changes while managing the challenges of their professional roles.
DOI: 10.58304/ijts.250124
Language: English
Subfield: Information Systems
Field: Computer Science
Domain: Physical Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4407419161