AI Literacy across Curriculum Design: Investigating College Instructor’s Perspectives

Reham Salhab

doi:10.24059/olj.v28i2.4426

Authors

Reham Salhab Palestine Technical University Kadoorie https://orcid.org/0000-0002-3457-389X

DOI:

https://doi.org/10.24059/olj.v28i2.4426

Keywords:

artificial intelligene, curriculum content, AI literacy, higher education, curriculum design

Abstract

Artificial Intelligence (AI) is increasingly prevalent, permeating various aspects of and spreading across education. However, a comprehensive understanding of AI applications and how to define AI literacy is under-investigated. On this note, teaching and evaluating AI literacy necessitating educators to integrate it in course content. The implementation and utilization of AI are reshaping college students’ experiences mannerly. A limited efforts have been made to promote artificial intelligence (AI) literacy for individuals at academic institutions. This study aims to investigate college instructors’ perspectives towards AI integration in curriculum design at a higher education institution, Palestine technical university Kadoorie (PTUK). A mixed study approach is utilized with a pre-existing questionnaire containing 14 items in this study and 17 semi-structured interviews. The data were collected from nine different departments at PTUK. The target population consisted of college 176. The results revealed that college instructors are perceiving AI literacy at a weak degree in the curriculum. Three themes merged from qualitative data: positive perspectives, negative perspectives, and willingness of integration of AI literacy across the curriculum. Recommendations include: there is a necessity to incorporate AI literacy curriculum design and in higher education context in different disciplines.

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