Scholarlink

<p>Science, technology, engineering, arts, and mathematics (STEAM) education promotes interdisciplinary learning and holistic skill development. Generative artificial intelligence (GAI), with its advanced content generation capabilities, presents both remarkable potential and critical challenges for enhancing STEAM curriculum design and pedagogical practices. Understanding school leaders’ perspectives on GAI in STEAM is essential, as they shape GAI integration policies within schools. This study explored their perceived opportunities and challenges in integrating GAI into STEAM through AI literacy and Unified Theory of Acceptance and Use of Technology (UTAUT) lens. Semi-structured interviews were conducted with 69 school leaders from 36 Hong Kong primary and secondary schools, with data analyzed through a thematic co-occurrence network analysis. We identified nine opportunity themes (expanding STEAM’s scope, supporting teaching content, material preparation, learning activities, assessment, personalized learning, students’ special needs, teacher professional development, and administrative efficiency) and nine challenge themes (academic, accuracy, and ethical concerns, underprepared teachers and students, teacher shortages, unequal GAI access, and concerns of human roles and job displacement). Network analysis revealed strong interconnections between theme pairs, with GAI-assisted learning activities being a dominant opportunity linked to academic concerns, underprepared teachers and students, while underprepared teachers being a key concern linked to expanding STEAM’s scope, GAI-assisted learning activities, and underprepared students. Findings highlight concerns, such as lacked pedagogical integration in teachers’ GAI training, and the importance of improving GAI literacy for STEAM teachers. We recommend clear ethical guidelines and tailored, pedagogy-focused GAI training for schools and policymakers, navigating the GAI-related transformation of STEAM education.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Opportunities and Challenges of Generative AI in STEAM Education: A Thematic Co-occurrence Network Analysis of Primary and Secondary School Leaders’ Perspectives

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年5月16日

查看全文
  • Siyou Wu,
  • Jiaqi Xu,
  • Shihui Feng

摘要

Science, technology, engineering, arts, and mathematics (STEAM) education promotes interdisciplinary learning and holistic skill development. Generative artificial intelligence (GAI), with its advanced content generation capabilities, presents both remarkable potential and critical challenges for enhancing STEAM curriculum design and pedagogical practices. Understanding school leaders’ perspectives on GAI in STEAM is essential, as they shape GAI integration policies within schools. This study explored their perceived opportunities and challenges in integrating GAI into STEAM through AI literacy and Unified Theory of Acceptance and Use of Technology (UTAUT) lens. Semi-structured interviews were conducted with 69 school leaders from 36 Hong Kong primary and secondary schools, with data analyzed through a thematic co-occurrence network analysis. We identified nine opportunity themes (expanding STEAM’s scope, supporting teaching content, material preparation, learning activities, assessment, personalized learning, students’ special needs, teacher professional development, and administrative efficiency) and nine challenge themes (academic, accuracy, and ethical concerns, underprepared teachers and students, teacher shortages, unequal GAI access, and concerns of human roles and job displacement). Network analysis revealed strong interconnections between theme pairs, with GAI-assisted learning activities being a dominant opportunity linked to academic concerns, underprepared teachers and students, while underprepared teachers being a key concern linked to expanding STEAM’s scope, GAI-assisted learning activities, and underprepared students. Findings highlight concerns, such as lacked pedagogical integration in teachers’ GAI training, and the importance of improving GAI literacy for STEAM teachers. We recommend clear ethical guidelines and tailored, pedagogy-focused GAI training for schools and policymakers, navigating the GAI-related transformation of STEAM education.