Effectiveness of a professional development program based on the instructional design framework for AI literacy in developing AI literacy skills among pre-service teachers

Abstract

This study assessed AI literacy among a group of preservice-teachers, and investigated the effectiveness of a suggested professional development program based on the Instructional Design Framework for AI literacy in developing pre-service teachers AI literacy skills. A quasi experimental approach with post-test pretest design was used for data collection. Thirty-seven undergraduate students from Palestine Technical University Kadoorie and Hebron University participated in this study. An AI literacy scale was developed, validated, and used for data collection. The results showed that the professional development program was effective in developing the AI literacy skills among the participant preservice teachers. Gender and specialty area of the participants did not significantly affect preservice teachers AI literacy skills after participating in the professional development program. Given the research results, it is recommended that teachers should be supported to integrate AI in classroom activities. AI technological tools should be included in pre-service and in-service training programs. Further AI tools combined with other professional development strategies should be researched among teachers from different subjects to enable generalizing the finding of this research and increasing it is validity.

Keywords:

• AI literacy
• professional development
• AI literacy scale
• pre-service teachers

Acknowledgments

This work was supported by Palestine Technical University Kadoorie, Palestine. This university has no role in the design and implementation of this study. The author is also grateful for the insightful comments suggested by the editor and the anonymous reviewers.

Authors’ contributions

The author confirms sole responsibility for the following: study conception and design, data collection, analysis and interpretation of results, and manuscript preparation.

Ethical approval

Approval to conduct this study was received from the Human Subjects Committee at Palestine Technical University Kadoorie. All research activities were reviewed and approved by the Human Subjects Committee. The researcher also followed the Code of Ethics by the American Educational Research Association.

Disclosure statement

The author declare that he has no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper. I certify that the submission is original work and is not under review at any other publication.

Informed consent of participation

Informed consent of participation was obtained from each participant. Declaration of generative AI and AI-assisted technologies in the writing process. During the preparation of this work the author(s) used [ChatGPT] in order to [Develop AI literacy activities]. After using this tool/service, the author(s) reviewed and edited the content as needed and take(s) full responsibility for the content of the publication.

Data availability statement

All data generated or analyzed during this study are included in this published article [and its supplementary information files].

Additional information

Funding

Palestine Technical University Kadoorie.

Notes on contributors

Bilal Younis

Bilal Younis is an Instructional Design academic and practitioner. Bilal earned his bachelor of Science in Physics major from Jordan University (Jordan), an M.A. in Teaching Science from Al-Quds University (Palestine), and a doctorate of Curriculum and Instruction with an emphasis in Instructional Design and Technology from Southern Illinois University (U.S.A.) where he was awarded the PFDP award. As an academic, Bilal taught undergraduate and graduate Curriculum and Instruction courses at Palestine Technical University Kadoorie, Al-Quds Bard College and Hebron University. Currently, he is an associate professor of Curriculum and Instruction. His research focuses on ICT integration in TVET and serious games design.