A comprehensive exploration of artificial intelligence competence frameworks for educators: A critical review

IF 2.8 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

European Journal of Education Pub Date : 2024-04-14 DOI:10.1111/ejed.12663

Tamar Mikeladze, Paulien C. Meijer, Roald P. Verhoeff

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Abstract

Recent literature underscores the need for teachers to develop AI competencies with a recognition of the current lack of well-defined competence frameworks. This critical review investigates teachers' Artificial Intelligence (AI) competence frameworks (AI CFTs), analysing their strengths, weaknesses and practical applications for researchers, educators and policymakers. It identifies five distinct types of AI CFTs within Competence Construct Claims (Child, S., & Shaw, S. 2023). A conceptual approach to validating competence frameworks. Research Matters: A Cambridge University Press & Assessment publication, 35, 27–40.), each addressing the complexities of AI in its early stages. Notably, frameworks derived from empirical data offer detailed descriptions of competencies, while those based on conceptual models provide broader overviews. Highlighting the need for further empirical research, this review helps identify and understand existing approaches to teacher AI competence development and paves the way for integrating AI CFTs into teacher education, ultimately enhancing educators' preparedness to harness AI in their teaching practices.

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全面探讨教育工作者的人工智能能力框架：批判性评论

最近的文献强调了教师发展人工智能能力的必要性，并认识到目前缺乏定义明确的能力框架。本评论对教师的人工智能（AI）能力框架（AI CFTs）进行了研究，分析了它们的优点、缺点以及对研究者、教育者和决策者的实际应用。它在能力结构主张（Child, S., & Shaw, S. 2023）中确定了五种不同类型的人工智能能力框架。验证能力框架的概念方法》。研究事项：A Cambridge University Press & Assessment publication, 35, 27-40.），每个框架都能解决人工智能早期阶段的复杂问题。值得注意的是，源自经验数据的框架提供了能力的详细描述，而基于概念模型的框架则提供了更广泛的概述。本综述强调了进一步实证研究的必要性，有助于确定和理解教师人工智能能力发展的现有方法，并为将人工智能能力框架纳入教师教育铺平道路，最终提高教育者在教学实践中驾驭人工智能的能力。

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来源期刊

European Journal of Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.50

自引率

0.00%

发文量

期刊介绍： The prime aims of the European Journal of Education are: - To examine, compare and assess education policies, trends, reforms and programmes of European countries in an international perspective - To disseminate policy debates and research results to a wide audience of academics, researchers, practitioners and students of education sciences - To contribute to the policy debate at the national and European level by providing European administrators and policy-makers in international organisations, national and local governments with comparative and up-to-date material centred on specific themes of common interest.