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<p>The rapid evolution from Artificial Narrow Intelligence (ANI) to Artificial General Intelligence (AGI) necessitates fundamental reconsideration of AI education. This quasi-experimental study examined differential effects of ANI-focused versus AGI-integrated educational approaches on elementary students’ AI perceptions and attitudes. Using a counterbalanced design, 200 South Korean students (ages 11-12) participated in two distinct 4-week programs: Program A emphasized tool-specific AI applications, while Program B explored AI as evolving intelligence with societal implications. Results revealed complementary learning outcomes. The ANI program effectively enhanced practical understanding and reduced anxiety, aligning with concrete operational thinking patterns. Conversely, the AGI program produced exceptional gains in social impact awareness, technological progress understanding, and human-friendliness perceptions, engaging students’ emerging formal operational capabilities. Notably, AGI instruction increased informed concern rather than anxiety, indicating sophisticated understanding of AI’s transformative potential. Sequence effects were minimal, suggesting that exposure to both perspectives matters more than implementation order. These findings challenge prevailing tool-centric AI literacy paradigms, demonstrating that elementary students can meaningfully engage with abstract AGI concepts when appropriately scaffolded. The study provides empirical evidence for integrating complementary approaches in AI education, moving beyond narrow skill training toward comprehensive preparation for human-AI coexistence. Implications include curriculum reform recommendations balancing hands-on tool experience with critical discussions of AI’s evolving societal role.</p>

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Is the current AI curriculum sufficient? Preparing for the AGI era beyond ANI

  • 期刊论文

  • 发表日期：

    2026年4月15日

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  • Sungyeol You,
  • Euiyeop Na,
  • Seoung-hey Paik

摘要

The rapid evolution from Artificial Narrow Intelligence (ANI) to Artificial General Intelligence (AGI) necessitates fundamental reconsideration of AI education. This quasi-experimental study examined differential effects of ANI-focused versus AGI-integrated educational approaches on elementary students’ AI perceptions and attitudes. Using a counterbalanced design, 200 South Korean students (ages 11-12) participated in two distinct 4-week programs: Program A emphasized tool-specific AI applications, while Program B explored AI as evolving intelligence with societal implications. Results revealed complementary learning outcomes. The ANI program effectively enhanced practical understanding and reduced anxiety, aligning with concrete operational thinking patterns. Conversely, the AGI program produced exceptional gains in social impact awareness, technological progress understanding, and human-friendliness perceptions, engaging students’ emerging formal operational capabilities. Notably, AGI instruction increased informed concern rather than anxiety, indicating sophisticated understanding of AI’s transformative potential. Sequence effects were minimal, suggesting that exposure to both perspectives matters more than implementation order. These findings challenge prevailing tool-centric AI literacy paradigms, demonstrating that elementary students can meaningfully engage with abstract AGI concepts when appropriately scaffolded. The study provides empirical evidence for integrating complementary approaches in AI education, moving beyond narrow skill training toward comprehensive preparation for human-AI coexistence. Implications include curriculum reform recommendations balancing hands-on tool experience with critical discussions of AI’s evolving societal role.