Developing an artificial intelligence literacy framework: Evaluation of a literacy course for senior secondary students using a project-based learning approach

Abstract

The advent of artificial intelligence (AI) in the workplace is pressuring employees to learn how to harness this technology. The goal of promoting AI literacy is to equip educated citizens with the readiness to apply AI. The aim of this study is to provide evidence to guide the development of an AI Literacy Framework to prepare educated citizens to participate in future society. We report on a 14-h AI literacy course for senior secondary students, emphasising problem-solving competence development and adopting the project-based learning approach. One hundred and twenty-eight students completed the course, and a mixed-methods analysis was conducted to evaluate the results. A post-course test showed that the course had improved the students’ ability to use AI concepts in solving real-life problems. Self-surveys indicated that the students showed a significant improvement in their metacognitive strategies in problem-solving, and had a better understanding of the ethical boundaries and principles that govern the use of AI for problem-solving. A thematic analysis of data drawn from focus group interviews with the students and their self-reflective writings indicated that PBL supported them in reflecting critically on the ethical use of AI and developing their problem-solving competence. Future studies should consider validating the course evaluation instruments among a more extensive and diverse population.