Exploring artificial intelligence literacy among basic school teachers in Ghana
Abstract In the twenty-first century, it has become increasingly important for educators to familiarise themselves with “Artificial Intelligence (AI)”, given its growing influence in various fields, including education. This study examines AI literacy among Ghanaian basic school teachers and investi...
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| Format: | Article |
| Language: | English |
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Springer
2025-07-01
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| Series: | Discover Education |
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| Online Access: | https://doi.org/10.1007/s44217-025-00630-3 |
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| author | Valentina Arkorful Francis Arthur Eric Boateng Monica Ofosu-Koranteng Iddrisu Salifu Emmanuel Rungson Attom Solomon Adjatey Tetteh Emmanuel Quayson Stanley Asare-Bediako Sharon Abam Nortey |
| author_facet | Valentina Arkorful Francis Arthur Eric Boateng Monica Ofosu-Koranteng Iddrisu Salifu Emmanuel Rungson Attom Solomon Adjatey Tetteh Emmanuel Quayson Stanley Asare-Bediako Sharon Abam Nortey |
| author_sort | Valentina Arkorful |
| collection | DOAJ |
| description | Abstract In the twenty-first century, it has become increasingly important for educators to familiarise themselves with “Artificial Intelligence (AI)”, given its growing influence in various fields, including education. This study examines AI literacy among Ghanaian basic school teachers and investigates gender differences in AI literacy. This study used a cross-sectional survey design to assess the AI literacy of 319 teachers using an adapted AI literacy scale. Data were analysed using descriptive statistics (mean and standard deviation) and “one-way multivariate analysis of variance (MANOVA)”. In addition, “confirmatory factor analysis (CFA)” was used to validate the adapted AI literacy scale. The results showed that overall, teachers had moderate levels of AI literacy. Specifically, they demonstrated moderate levels of “knowledge and understanding of AI”, “application of AI”, “evaluation of AI”, and “ethics of AI”. In addition, the results showed that gender differences in the dimensions of AI literacy were statistically significant. This article contributes to the literature on AI literacy among teachers by examining gender differences in dimensions of AI literacy. It further advances the field by discussing the implications of these findings for educational policy and practice, highlighting the need for targeted interventions to address the gender gap in AI literacy. By adding to the growing body of research on AI education, this research provides valuable insights for policymakers, educational administrators, and teacher preparation programmes aimed at improving AI literacy among educators. |
| format | Article |
| id | doaj-art-23ea7e613bcd4da394c8a1a433da7981 |
| institution | Kabale University |
| issn | 2731-5525 |
| language | English |
| publishDate | 2025-07-01 |
| publisher | Springer |
| record_format | Article |
| series | Discover Education |
| spelling | doaj-art-23ea7e613bcd4da394c8a1a433da79812025-08-20T04:03:00ZengSpringerDiscover Education2731-55252025-07-014111510.1007/s44217-025-00630-3Exploring artificial intelligence literacy among basic school teachers in GhanaValentina Arkorful0Francis Arthur1Eric Boateng2Monica Ofosu-Koranteng3Iddrisu Salifu4Emmanuel Rungson Attom5Solomon Adjatey Tetteh6Emmanuel Quayson7Stanley Asare-Bediako8Sharon Abam Nortey9College of Distance Education, University of Cape CoastDepartment of Business and Social Sciences Education, Faculty of Humanities and Social Sciences Education, University of Cape CoastDepartment of Business and Social Sciences Education, Faculty of Humanities and Social Sciences Education, University of Cape CoastDepartment of Arts and Social Sciences Programmes, College of Distance Education, University of Cape CoastCentre for Coastal Management- Africa Centre of Excellence in Coastal Resilience, Department of Fisheries and Aquatic Sciences, University of Cape CoastDepartment of Business and Social Sciences Education, Faculty of Humanities and Social Sciences Education, University of Cape CoastDepartment of Business and Social Sciences Education, Faculty of Humanities and Social Sciences Education, University of Cape CoastDepartment of Business and Social Sciences Education, Faculty of Humanities and Social Sciences Education, University of Cape CoastDepartment of Business and Social Sciences Education, Faculty of Humanities and Social Sciences Education, University of Cape CoastDepartment of Business and Social Sciences Education, Faculty of Humanities and Social Sciences Education, University of Cape CoastAbstract In the twenty-first century, it has become increasingly important for educators to familiarise themselves with “Artificial Intelligence (AI)”, given its growing influence in various fields, including education. This study examines AI literacy among Ghanaian basic school teachers and investigates gender differences in AI literacy. This study used a cross-sectional survey design to assess the AI literacy of 319 teachers using an adapted AI literacy scale. Data were analysed using descriptive statistics (mean and standard deviation) and “one-way multivariate analysis of variance (MANOVA)”. In addition, “confirmatory factor analysis (CFA)” was used to validate the adapted AI literacy scale. The results showed that overall, teachers had moderate levels of AI literacy. Specifically, they demonstrated moderate levels of “knowledge and understanding of AI”, “application of AI”, “evaluation of AI”, and “ethics of AI”. In addition, the results showed that gender differences in the dimensions of AI literacy were statistically significant. This article contributes to the literature on AI literacy among teachers by examining gender differences in dimensions of AI literacy. It further advances the field by discussing the implications of these findings for educational policy and practice, highlighting the need for targeted interventions to address the gender gap in AI literacy. By adding to the growing body of research on AI education, this research provides valuable insights for policymakers, educational administrators, and teacher preparation programmes aimed at improving AI literacy among educators.https://doi.org/10.1007/s44217-025-00630-3Application of AIArtificial intelligence ethicsArtificial intelligence literacyBasic school teachersGenderGhana |
| spellingShingle | Valentina Arkorful Francis Arthur Eric Boateng Monica Ofosu-Koranteng Iddrisu Salifu Emmanuel Rungson Attom Solomon Adjatey Tetteh Emmanuel Quayson Stanley Asare-Bediako Sharon Abam Nortey Exploring artificial intelligence literacy among basic school teachers in Ghana Discover Education Application of AI Artificial intelligence ethics Artificial intelligence literacy Basic school teachers Gender Ghana |
| title | Exploring artificial intelligence literacy among basic school teachers in Ghana |
| title_full | Exploring artificial intelligence literacy among basic school teachers in Ghana |
| title_fullStr | Exploring artificial intelligence literacy among basic school teachers in Ghana |
| title_full_unstemmed | Exploring artificial intelligence literacy among basic school teachers in Ghana |
| title_short | Exploring artificial intelligence literacy among basic school teachers in Ghana |
| title_sort | exploring artificial intelligence literacy among basic school teachers in ghana |
| topic | Application of AI Artificial intelligence ethics Artificial intelligence literacy Basic school teachers Gender Ghana |
| url | https://doi.org/10.1007/s44217-025-00630-3 |
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