Exploring Teachers’ Views and Confidence in the Integration of an Artificial Intelligence Curriculum into Their Classrooms: a Case Study of Curricular Co-Design Program

To ensure that AI education is not limited to STEM classrooms and is integrated into various disciplines, it is crucial to prepare non-STEM teachers who can play a significant role in making AI concepts accessible to a wider range of students in their respective subject areas. This study examines English Language Arts (ELA) teachers’ confidence and views on integrating AI concepts into their classrooms before and after participating in a one-month curricular co-design program. The study found that ELA teachers’ confidence levels in integrating AI concepts into their classrooms significantly improved after the program. The study also showed that ELA teachers viewed the integration of AI concepts as beneficial for their students in the synergistic learning of ELA practices and AI technology. The findings highlight the importance of co-design programs as a valuable approach for preparing non-STEM teachers to integrate AI concepts effectively. Future studies can expand on these findings by exploring how teachers from different non-STEM domains perceive the integration of AI concepts and how co-design programs can be adapted to other disciplines.