AI literacy in K‑12: a systematic literature review

The successful irruption of AI-based technology in our daily lives has led to a growing educational, social, and political interest in training citizens in AI. Education systems now need to train students at the K-12 level to live in a society where they must interact with AI. Thus, AI literacy is a pedagogical and cognitive challenge at the K-12 level. This study aimed to understand how AI is being integrated into K-12 education worldwide. We conducted a search process following the systematic literature review method using Scopus. 179 documents were reviewed, and two broad groups of AI literacy approaches were identified, namely learning experience and theoretical perspective. The first group covered experiences in learning technical, conceptual and applied skills in a particular domain of interest. The second group revealed that significant efforts are being made to design models that frame AI literacy proposals. There were hardly any experiences that assessed whether students understood AI concepts after the learning experience. Little attention has been paid to the undesirable consequences of an indiscriminate and insufficiently thought-out application of AI. A competency framework is required to guide the didactic proposals designed by educational institutions and define a curriculum reflecting the sequence and academic continuity, which should be modular, personalized and adjusted to the conditions of the schools. Finally, AI literacy can be leveraged to enhance the learning of disciplinary core subjects by integrating AI into the teaching process of those subjects, provided the curriculum is co-designed with teachersThis work has partially been funded by the Spanish Ministry of Science, Innovation and Universities (PID2021-123152OB-C21), and the Consellería de Educación, Universidade e Formación Profesional (accreditation 2019–2022 ED431C2022/19 and reference competitive group, ED431G2019/04) and the European Regional Development Fund (ERDF), which acknowledges the CiTIUS— Centro Singular de Investigación en Tecnoloxías Intelixentes da Universidade de Santiago de Compostela as a Research Center of the Galician University System. This work also received support from the Educational Knowledge Transfer (EKT), the Erasmus + project (reference number 612414-EPP-1-2019-1- ES-EPPKA2-KA) and the Knowledge Alliances call (Call EAC/A03/2018)S

Factors that affect the embedding of blended learning and how they vary across organisational levels within an English Further Education College

This thesis builds on and contributes to work in the field of adoption of blended learning (BL) within the context of the English Further Education (FE) sector. The research, a single-site case study guided by grounded theory, aimed to identify the key drivers and barriers to BL adoption within one English FE College from the viewpoints of policy makers, managers and teachers then compare them, with the goal of identifying where they differed and the impact this has on BL implementation. Although other recent studies (e.g. Armstrong, 2019; Paulson and Campbell, 2018) have examined the barriers and drivers for BL adoption within educational institutions, very few have focused on FE and to my knowledge none have attempted a qualitative, multiple-perspective comparison. As such, this study provides valuable insight into the underdeveloped literature base of FE and introduces the concept of research into the interplay between different viewpoints in relation to perceived barriers and drivers for BL integration into the curriculum. Through document analysis and interviews, I discovered there are some fundamental differences in the barriers and drivers perceived by the different groups. These differences had created a lack of clarity of vision in relation to eLearning goals and implementation. Furthermore, the programs and resources produced by policy makers did not match the collaborative, social environments favoured by teachers and managers to develop and implement eLearning programmes. Findings correlate with those of social learning theorists such as Vygotsky (1980) and Bruner (1991), suggesting that social interaction and collaboration was one of the most important drivers of successful eLearning adoption. Finally, whilst successful leadership and management of the change process was key for an holistic approach to BL adoption, findings suggested that, as indicated in Rogers’ (1995) Diffusion of Innovation model, early adopters of technology within departments who promoted sharing of practice were able to successfully drive eLearning adoption within their departments from the bottom up