Curricula for developing skills and strategies for Artificial Intelligence (AI) literacy

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Published: Sep 24, 2024
DOI: https://doi.org/10.12681/hjre.37397
Keywords:
AI education future’s skill development learning strategies computing education futures literacy
Zoe Gavriilidou
Democritus University of Thrace
Abstract



The aim of this publication is to define the concept of AI Literacy and to explore the characteristics of curricula that cultivate skills and strategies for AI literacy. We argue that this is a fourth-generation literacy that encompasses the characteristics of previous forms of literacy (functional, social, and digital). The publication begins with a thorough review of the concept of literacy, defines AI literacy based on existing literature, and adopts the theoretical framework of the four dimensions of education (Fadel et al., 2015) to describe the characteristics of education in AI.





The purpose of this publication is:


 



  • To define, through a literature review, the concept of AI literacy and highlight all the skills and strategies that contribute to its acquisition.

  • To argue for the necessity of AI education from an early age and to illuminate its characteristics.

  • To describe broadly the basic principles of an analytical program for cultivating literacy in AI.

  • To explain why the professional development and training of educators as primary agents of AI education are necessary.


 


The contribution of this work lies in the fact that, for the first time in Greek-language literature, an attempt is made to define the concept of AI literacy and propose a curriculum that would be grounded in the Greek framework. The design and adoption of such a program could lead to a paradigm shift in Greek education.


 


 

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