MAPPING AI LITERACY AMONG PRIMARY SCHOOL TEACHERS IN PUNJAB, PAKISTAN: A UNESCO AI COMPETENCY FRAMEWORK-BASED MULTIDIMENSIONAL ASSESSMENT

Abstract

The use of Artificial Intelligence (AI) in education is becoming a growing trend and is making new demands on the skills of teachers. Artificial intelligence (AI) is having a growing influence on the education sector and is posing new challenges to the skills of teachers. The UNESCO AI Competency Framework for Teachers (AI-CFT) was used to check the level of AI literacy among primary school teachers in Punjab, Pakistan. The study was conducted in the form of a quantitative, cross sectional and descriptive comparative survey in 9 districts of 3 divisions of Punjab. An AI-literacy test comprising 25 objective items was created in five dimensions of the UNESCO AI-CFT. Six experts reviewed the instrument and 40 teachers had it piloted. A total of 517 questionnaires were received and 477 questionnaires were analyzed using descriptive and inferential statistics, such as t-test, ANOVA. The study aims to present a multidimensional assessment of teachers' AI literacy and design competency patterns for the five dimensions of AI-CFT to provide an empirical basis for context-specific AI professional development and teacher training in Punjab.