TY - GEN
T1 - Perceptions of STEM vs. Non-STEM Teachers Toward Teaching Artificial Intelligence
AU - Ayanwale, Musa Adekunle
AU - Sanusi, Ismaila Temitayo
N1 - Publisher Copyright:
© 2023 IEEE.
PY - 2023
Y1 - 2023
N2 - Initiatives on artificial intelligence (AI) education continue to grow globally within the compulsory level of education. Yet, limited research focuses on teachers expected to facilitate AI in classrooms. This study examined the perspective of STEM and non-STEM teachers to understand these teachers' thinking about AI. Considering teachers across disciplines is important since the teacher education program on AI is lacking, and teachers of varying backgrounds must be empowered if AI is to gain currency across the K-12 education level. We sampled 368 in-service educators that teach science, language arts, and social studies, among other subject areas, from elementary through high schools. Through an online survey, the teachers' perspectives were gathered with a validated four-factor survey of anxiety, attitude, readiness, and behavioral intention. The result shows that while there is no difference in the sampled teacher readiness towards teaching AI, significant differences exist among the other three constructs between STEM and non-STEM teachers. We discussed our findings, highlighted the study limitations, and suggested future direction.
AB - Initiatives on artificial intelligence (AI) education continue to grow globally within the compulsory level of education. Yet, limited research focuses on teachers expected to facilitate AI in classrooms. This study examined the perspective of STEM and non-STEM teachers to understand these teachers' thinking about AI. Considering teachers across disciplines is important since the teacher education program on AI is lacking, and teachers of varying backgrounds must be empowered if AI is to gain currency across the K-12 education level. We sampled 368 in-service educators that teach science, language arts, and social studies, among other subject areas, from elementary through high schools. Through an online survey, the teachers' perspectives were gathered with a validated four-factor survey of anxiety, attitude, readiness, and behavioral intention. The result shows that while there is no difference in the sampled teacher readiness towards teaching AI, significant differences exist among the other three constructs between STEM and non-STEM teachers. We discussed our findings, highlighted the study limitations, and suggested future direction.
KW - anxiety
KW - artificial intelligence
KW - behavioral intention
KW - non-STEM
KW - STEM
UR - https://www.scopus.com/pages/publications/85165371861
U2 - 10.1109/AFRICON55910.2023.10293455
DO - 10.1109/AFRICON55910.2023.10293455
M3 - Conference contribution
AN - SCOPUS:85165371861
T3 - IEEE AFRICON Conference
BT - Proceedings of the 16th IEEE AFRICON, AFRICON 2023
PB - Institute of Electrical and Electronics Engineers Inc.
T2 - 16th IEEE AFRICON, AFRICON 2023
Y2 - 20 September 2023 through 22 September 2023
ER -