Empowering Teachers for the AI Era: Psychometric Validation of the Instructional AI Literacy Scale

Abstract

The rapid development of Artificial Intelligence (AI) in education has created new expectations for teachers to possess AI literacy, particularly in instructional design. To meet this requirement, this study sought to develop and evaluate a scale to assess in-service teachers’ AI literacy in instructional design. The study included 115 Thai in-service teachers. The instrument comprised five dimensions and 30 items, assessing knowledge and understanding of AI, application of AI in teaching, evaluation and creation with AI, the ethical and responsible use of AI, and instructional design with AI integration. Confirmatory Factor Analysis (CFA) was employed to examine construct validity and assess the adequacy of the proposed model. The results indicated that the second-order model was satisfactory and showed fit indices that were highly comparable to those of the correlated-factors model (χ²(368) = 412.535, p = 0.054, RMSEA = 0.032, SRMR = 0.041, CFI = 0.985, AIC = 4608.183, BIC = 4874.441). All factor loadings were significant at the .05 level. Internal consistency, average variance extracted, and composite reliability of all components were satisfactory. This empirically grounded scale provides a valid psychometric measure for assessing teachers’ AI literacy in instructional design, with implications for professional development and educational decision-making.