Teachers' AI Literacy: Core Components and Systematic Training Framework

DOI: https://doi.org/10.62517/jhve.202516301

Author(s)

Hao Fang*

Affiliation(s)

School of Education and Training, Ningbo Childhood Education College, Ningbo, China *Corresponding Author

Abstract

The rapid advancement of artificial intelligence (AI), particularly generative AI (GenAI), has significantly reshaped education, offering opportunities for personalized learning and instructional efficiency while posing challenges such as ethical concerns and algorithmic biases. Teachers must transition from passive users to strategic participants in AI integration, necessitating the development of comprehensive AI literacy. This study addresses gaps in existing research by proposing a systematic framework for teachers' AI literacy, identifying four core components: technical literacy (understanding AI fundamentals and tools), pedagogical literacy (integrating AI into teaching practices), ethical and societal literacy (navigating AI’s ethical implications), and reflective and adaptive literacy (continuous learning and adaptation). A structured training framework is designed to cultivate these competencies through modular, hands-on, and ethically grounded professional development. Challenges such as resistance to change, institutional barriers, and resource disparities are analyzed, alongside mitigation strategies like flexible training models and policy advocacy. The paper underscores the urgency of fostering teachers' AI literacy to ensure equitable, responsible, and pedagogically sound AI adoption in education.

Keywords

AI Literacy; Teacher Professional Development; Pedagogical Integration; Systematic Training Framework

References

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