Integrate AI literacy into disciplinary core subjects rather than adding a new AI subject¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The review recommends leveraging AI literacy to enhance learning of disciplinary core subjects by integrating AI into their teaching, transferring AI knowledge and methods while staying within the framework of those subjects. It concludes there is no need for a new AI subject but to build on disciplinary competencies and content. Concrete examples it gives: "the basic algorithms of ML could be taught in Mathematics and related disciplines, the design of supervised classifiers could be performed for the study of taxonomies in Biology, natural language processing could be used to make the study of a language more attractive".

Design Implications¶

Context¶

Requirements¶

• Curriculum co-designed with teachers
• Educators need to take a closer look at the current capabilities of AI

Constraints¶

• Provided the curriculum is co-designed with teachers, per the abstract's condition

Target Learners¶

• K-12 students

Target Learning Goals¶

• Learning disciplinary core subjects (mathematics, biology, language, philosophy, social sciences) through AI content

Related Strategies¶

• Integrate AI literacy across grades and subject-area learning rather than confining it to electives
• Embed AI literacy across disciplines by identifying intersections with existing content and using case studies, interdisciplinary modules, and collaborative projects
• Integrate computational thinking into existing disciplinary teaching across grade bands rather than adding it on
• Integrate computational thinking into PreK-8 core subject matter rather than relying on stand-alone clubs and classes
• Embed computational thinking across existing K-12 subject areas using everyday and data-based activities

Examples¶

-

Key Sources¶

• Casal-Otero, L., Catala, A., Fernández-Morante, C., Taboada, M., Cebreiro, B., & Barro, S. (2023). AI literacy in K-12: a systematic literature review. International Journal of STEM Education. https://doi.org/10.1186/s40594-023-00418-7