생성형 인공지능 리터러시 활용 교육에 대한 인식 및 지원 방안 탐색: 예비중등교사를 중심으로

Abstract

Objectives The study was conducted to explore the future directions for the implementation of a generative AI literacy education program for pre-service secondary teachers. Methods A survey was conducted among 94 pre-service secondary teachers from A University. The purpose of the survey was to assess their level of interest in understanding and utilizing generative artificial intelligence, their requirement for relevant education, and the assistance plans they might need. Additionally, in-depth interviews were conducted with 6 pre-service secondary teachers. Results 79.8% of pre-service secondary teachers reported having experience with AI programs, and 46.8% indicated that their knowledge of AI-related topics was at an introductory level. To support education in AI literacy, a practical space was provided where technologies related to AI could be used and AI literacy education should encompass both specialized majors and general liberal arts education. In-depth interviews revealed that the intention to enroll in AI literacy courses stemmed from the desire to enhance the capabilities of prospective secondary teachers, a personal interest in AI literacy, and curiosity about the courses themselves. Furthermore, the importance of adapting to societal changes and integrating AI-related subjects into the curriculum was emphasized. Conclusions It was suggested that the AI subject for pre-service secondary teachers should be taught as a practical-oriented regular course, focusing on enhancing the ability to critically analyze and embrace the information provided by artificial intelligence, rather than focusing on coding. It was also recommended to provide disciplinespecific education tailored to each subject area.