Abstract
Introducing AI competences, or AI literacy (Long & Magerko, 2020), in K-12 education poses challenges as the topic is unfamiliar to most teachers and seldom has a clear space in the curriculum. In this paper we present preliminary results from a qualitative study with the aim of introducing AI literacy in grades 3-6 (students aged 9-13) in two Finnish schools. Focus is on “learning about” rather than “learning with AI”, which tends to dominate current discussions on AI in education.
The study draws on frameworks for AI literacy (Long & Magerko, 2020) and human-centered AI principles (Shneiderman, 2022), emphasizing the integration of equity, democratic values, and social sustainability in educational practices. The pedagogical approach is informed by socio-cultural theories, which support collaborative, student-centered learning processes.
Lesson plans and activities were co-created together with 38 students, three teachers, one IT educator and four teacher trainers according to a human-centered process (Steen, 2013). Each plan focused on a specific topic, with the three plans together covering the five questions presented by Long & Magerko (2020): 1): what is AI, what can AI do and how is AI perceived 2) how does AI work, and 3) what should AI do?
Data were collected throughout the co-creation process via focus group and individual interviews with educators and through classroom observations during three lessons. The qualitative data were transcribed and analysed using content analysis addressing two research questions:
RQ1: How can AI literacy lesson plans be co-designed and adapted for primary education?
RQ2: What best practices and lessons learned can be identified when co-designing and implementing lesson plans in an iterative process?
The findings indicate that AI topics can be accessible to young students when teaching methods and content are age-appropriate, using relatable examples and hands-on assignments. Students exhibit varying knowledge and skills, highlighting the teacher's role in adapting content to diverse needs. However, as AI is also new to teachers, they require support to learn about AI themselves and in finding suitable pedagogical approaches. This includes leveraging their tacit knowledge, aligning content with curricula, and addressing potential gaps between teachers' and students' mental models of technology and AI.
The study underscores the value of human-centered, collaborative approaches to foster equity and democratic values in education. It aligns with Nordic principles of equity, inclusivity, and sustainability, addressing global challenges in integrating AI literacy while offering insights for Nordic and international contexts. By sharing lesson plans and stakeholder experiences, this study supports socially sustainable AI education that respects human rights and supports democratic engagement.
The study draws on frameworks for AI literacy (Long & Magerko, 2020) and human-centered AI principles (Shneiderman, 2022), emphasizing the integration of equity, democratic values, and social sustainability in educational practices. The pedagogical approach is informed by socio-cultural theories, which support collaborative, student-centered learning processes.
Lesson plans and activities were co-created together with 38 students, three teachers, one IT educator and four teacher trainers according to a human-centered process (Steen, 2013). Each plan focused on a specific topic, with the three plans together covering the five questions presented by Long & Magerko (2020): 1): what is AI, what can AI do and how is AI perceived 2) how does AI work, and 3) what should AI do?
Data were collected throughout the co-creation process via focus group and individual interviews with educators and through classroom observations during three lessons. The qualitative data were transcribed and analysed using content analysis addressing two research questions:
RQ1: How can AI literacy lesson plans be co-designed and adapted for primary education?
RQ2: What best practices and lessons learned can be identified when co-designing and implementing lesson plans in an iterative process?
The findings indicate that AI topics can be accessible to young students when teaching methods and content are age-appropriate, using relatable examples and hands-on assignments. Students exhibit varying knowledge and skills, highlighting the teacher's role in adapting content to diverse needs. However, as AI is also new to teachers, they require support to learn about AI themselves and in finding suitable pedagogical approaches. This includes leveraging their tacit knowledge, aligning content with curricula, and addressing potential gaps between teachers' and students' mental models of technology and AI.
The study underscores the value of human-centered, collaborative approaches to foster equity and democratic values in education. It aligns with Nordic principles of equity, inclusivity, and sustainability, addressing global challenges in integrating AI literacy while offering insights for Nordic and international contexts. By sharing lesson plans and stakeholder experiences, this study supports socially sustainable AI education that respects human rights and supports democratic engagement.
| Original language | English |
|---|---|
| Title of host publication | Nera konferens |
| Publication status | Accepted/In press - Mar 2025 |
| MoE publication type | A4 Article in a conference publication |