Summary of A Self-efficacy Theory-based Study on the Teachers Readiness to Teach Artificial Intelligence in Public Schools in Sri Lanka, by Chathura Rajapakse et al.
A Self-Efficacy Theory-based Study on the Teachers Readiness to Teach Artificial Intelligence in Public Schools in Sri Lanka
by Chathura Rajapakse, Wathsala Ariyarathna, Shanmugalingam Selvakan
First submitted to arxiv on: 27 Dec 2024
Categories
- Main: Artificial Intelligence (cs.AI)
- Secondary: None
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| Summary difficulty | Written by | Summary |
|---|---|---|
| High | Paper authors | High Difficulty Summary Read the original abstract here |
| Medium | GrooveSquid.com (original content) | Medium Difficulty Summary A novel study examines the preparedness of Sri Lankan ICT teachers to integrate Artificial Intelligence (AI) into their school curricula, focusing on their self-efficacy beliefs. A survey of over 1,300 teachers utilized a scale grounded in Bandura’s theory to assess their confidence in teaching AI. The analysis employed Partial Least Squares-Structural Equation Modeling (PLS-SEM), revealing that the teachers’ self-efficacy was low, primarily driven by emotional and physiological states, as well as imaginary experiences related to AI instruction. While mastery experiences had a lesser impact, vicarious experiences and verbal persuasion showed no significant influence. The study underscores the necessity for a systemic approach to teacher professional development, taking into account the limitations in teachers’ AI expertise and social capital. Further research is recommended to explore a socio-technical systems perspective for effective AI teacher training. |
| Low | GrooveSquid.com (original content) | Low Difficulty Summary Teachers in Sri Lanka are not prepared to teach Artificial Intelligence (AI) in schools because they lack confidence in doing so. A study found that over 1,300 ICT teachers felt uncertain about teaching AI, which can negatively impact their ability to provide quality education. The study showed that the main reason for this is due to emotional and physical factors, as well as imagined experiences related to teaching AI. The findings suggest that teachers need help to feel more confident in teaching AI, which could be achieved through professional development programs. |
