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This chapter describes a study investigating what AI is, what it does, and indicators of AI Literacy in Education (AILE) among graduate education students. Data was collected on the online activities of 133 learners and one instructor in six courses taking place over 5 years at a large urban university in Canada. Data covered multiple iterations of an Introduction to AI in Education (AIEd) course and an AI Ethics in Education course, and were processed in three sub-studies, i.e. (1) an “AI Applications Study”, examining students’ choices of AI tools; (2) an “AI Literacy Indicators Study”; and (3) an “AI Instructor’s Reflections Study”. The results suggest that, due to technological transience and a lack of information about AI systems, learners find it difficult to perform a critical analysis of AI. Model-card-type information appears crucial for enhancing AI literacy. Consideration of ethics is essential if AI is fully integrated into education. The “Instructor’s Reflections” study acknowledges the challenge of designing courses with such rapidly evolving technology. Suggestions for addressing AI literacy in the future are discussed.

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What Is AI? The Need for AI Literacy in Education

  • 章节

  • 发表日期：

    2025年

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  • Lesley Wilton,
  • Clare Brett,
  • Stephen Ip,
  • Rutwa Engineer,
  • Athena Tassis

摘要

This chapter describes a study investigating what AI is, what it does, and indicators of AI Literacy in Education (AILE) among graduate education students. Data was collected on the online activities of 133 learners and one instructor in six courses taking place over 5 years at a large urban university in Canada. Data covered multiple iterations of an Introduction to AI in Education (AIEd) course and an AI Ethics in Education course, and were processed in three sub-studies, i.e. (1) an “AI Applications Study”, examining students’ choices of AI tools; (2) an “AI Literacy Indicators Study”; and (3) an “AI Instructor’s Reflections Study”. The results suggest that, due to technological transience and a lack of information about AI systems, learners find it difficult to perform a critical analysis of AI. Model-card-type information appears crucial for enhancing AI literacy. Consideration of ethics is essential if AI is fully integrated into education. The “Instructor’s Reflections” study acknowledges the challenge of designing courses with such rapidly evolving technology. Suggestions for addressing AI literacy in the future are discussed.