Perceptions of STEM vs. Non-STEM Teachers Toward Teaching Artificial Intelligence
Musa Adekunle Ayanwale, Ismaila Temitayo Sanusi
Abstract
Initiatives on artificial intelligence (AI) education continue to grow globally within the compulsory level of education. Yet, limited research focuses on teachers expected to facilitate AI in classrooms. This study examined the perspective of STEM and non-STEM teachers to understand these teachers' thinking about AI. Considering teachers across disciplines is important since the teacher education program on AI is lacking, and teachers of varying backgrounds must be empowered if AI is to gain currency across the K-12 education level. We sampled 368 in-service educators that teach science, language arts, and social studies, among other subject areas, from elementary through high schools. Through an online survey, the teachers' perspectives were gathered with a validated four-factor survey of anxiety, attitude, readiness, and behavioral intention. The result shows that while there is no difference in the sampled teacher readiness towards teaching AI, significant differences exist among the other three constructs between STEM and non-STEM teachers. We discussed our findings, highlighted the study limitations, and suggested future direction.