Smart or Sweat: The Bittersweet Journey of Teachers' AI Literacy

Abstract

This study examines the intricate connection between teachers’ agency and their levels of artificial intelligence (AI) literacy. Utilizing qualitative data from two teachers, the analysis showed that Christine’s proactive stance led to positive changes, while Sam’s reluctance reflected the limitations resulting from insufficient guidance and support. The results highlighted the influence of institutional assistance, peer collaboration, and individual beliefs on teachers’ engagement with AI in their classrooms. The paper emphasizes the need to cultivate a supportive environment for AI literacy among teachers, allowing them to adapt to technological changes while managing the challenges of their professional roles.

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