Assessing the Artificial Intelligence Training Needs of Primary School Teachers in Punjab: A UNESCO AI Competency Framework for Teachers-Based Study
TL;DR
The findings indicate that AI professional development for primary teachers in Punjab should be continuous, practical, human-centered, ethically grounded, and supported by adequate infrastructure and professional learning opportunities.
Abstract
Artificial intelligence (AI) is increasingly transforming educational practice, creating new professional competency requirements for teachers. This study assessed the perceived AI training needs of primary school teachers in Punjab, Pakistan, using the UNESCO AI Competency Framework for Teachers as the guiding framework. A quantitative cross-sectional survey design was employed with a targeted sample of 500 primary school teachers from nine districts representing northern, central, and southern Punjab. Data were collected through a 25-item structured questionnaire covering five UNESCO-aligned domains: human-centered mindset, ethics of AI, AI foundations and applications, AI pedagogy, and professional learning. Descriptive statistics, reliability analysis, Welch independent-samples t-tests, one-way ANOVA, and descriptive analysis of open-ended responses were conducted. The 25-item scale demonstrated excellent internal consistency (Cronbach’s α = .957). Overall, teachers reported a moderately high level of perceived AI training need (M = 6.88, SD = 1.96). Professional learning emerged as the highest-rated domain (M = 7.01), followed by AI foundations and applications (M = 6.91) and ethics of AI (M = 6.90). The highest-priority individual needs were fair AI access for rural schools, maintaining teacher authority when using AI, multimedia resource generation, AI certification, professional learning networks, and AI-integrated lesson planning. No statistically significant differences were found in overall training needs by gender, district, school location, academic qualification, or teaching experience. Open-ended responses further emphasized the need for practical AI training, lesson-planning support, time-saving applications, ethical guidance, and improved digital infrastructure. The findings indicate that AI professional development for primary teachers in Punjab should be continuous, practical, human-centered, ethically grounded, and supported by adequate infrastructure and professional learning opportunities.