AI literacy in Teacher Education in the Czech Republic

Authors

DOI:

https://doi.org/10.34190/ecel.23.1.2753

Keywords:

digital literacy, education, AI literacy, Czech education system, AI integration to education, Critical thinking

Abstract

The development of artificial intelligence is rapidly transforming education systems worldwide, including those in the Czech Republic. This paper assesses the level of AI literacy among teachers and its integration into the Czech education system. The aim is to determine how well teachers are equipped with knowledge, skills, and understanding of AI, and how effectively they can integrate AI and AI awareness into their teaching. The methodology entails gathering data via a questionnaire survey distributed to teachers across various educational levels. The survey comprises questions that concentrate on AI literacy aspects, such as basic AI principles, the capacity to apply AI to teaching, discussing ethical issues related to AI use in the school environment, and critical thinking abilities. The questionnaire analyses the current state and challenges teachers face when integrating AI into teaching and learning practices. The results will be evaluated to identify areas where teachers' AI literacy needs strengthening and to propose strategies and recommendations for improving teacher training programmes and support. These strategies comprise teacher training, the provision of resources and support for integrating AI into the classroom, and reflection on the ethical and societal aspects of AI. It is equally important to invest in the long-term development of AI literacy among teachers as a fundamental step towards effectively harnessing the potential of AI in education and preparing students for the digital future. This article presents strategies and recommendations for the further development of AI literacy among teachers in the Czech Republic. The objective is to enhance their capacity and facilitate the more effective utilisation of AI in education.

Author Biographies

Petra Kočková

Assistant with a focus on Informatics and PhD student at the Department of Information and Communication Technologies, Faculty of Education, University of Ostrava

The main topic of my research is exploring the possibilities of developing digital competencies in primary school pupils. I am exploring methods and practices - how teachers can effectively and engagingly educate pupils on digital competencies, especially on the topic of safety and netiquette (security of digital devices, internet safety, copyright, online behavior, digital wellbeing, etc.). I also create teaching materials for pupils and methodological materials for teachers to develop digital competencies. As I am a big fan of the STEAM concept, I try to create teaching materials that are in line with this idea and I also participate in projects that deal with this topic.

Kristyna Kilianova, PhD Student

I work as an assistant at the Department of Information and Communication Technologies, Faculty of Education, University of Ostrava. I focus on the development of digital competencies of primary school students, especially the development of creative and critical thinking, also in the context of the rise of AI.

Marta Slepankova

As a passionate Ph.D. student (Faculty of Education) with a

research f ocuses on the application of AI in Education, I am

excited about harnessing the power of adaptive personalized

learning, prompt engineering, LLMs, and advanced AI

technologies. My research also delves into the psychological

aspects of education, such as motivation, learning styles,

generational learning differences, and self-assessment, to

incorporate them into AI Adaptive Learning.

Angelika Schmid

Angelika Schmid is a Ph.D. student in the Information and Communication Technologies in Education at the Department of Information and Communication Technologies, Faculty of Education, University of Ostrava. In her doctoral studies, Schmid is working on digital technologies in education, namely using GeoGebra software and its apps, such as VR, AR, and 3D printing, to facilitate future mathematics teachers' understanding of geometry. Thus, Schmid’s research focuses on the positive impact of utilizing digital technologies for discovery learning in geometry courses. Since the academic year 2021/22, Schmid has been teaching at the Department of Mathematics with Didactics.

Katerina Kostolanyova, Head of Department · University of Ostrava / Pedagogical Faculty, ICT Department

Assoc. prof. Ing. KATEŘINA KOSTOLÁNYOVÁ, Ph.D.

H-index: 6; Citations in WoS without self-citations: 130; Citations in Scopus withou self-citations: 131, https://orcid.org/0000-0003-3679-2233

Education:

2013 Assoc. Prof. – University of Hradec Králové, Faculty of Informatics and Management, Thesis: Adaptive personalized modeling in eLearning

2006 Ph.D. –  VŠB-Technical University Ostrava, Faculty of Metallurgy and Materials Engineering

1992 Ing. –  VŠB-Technical University Ostrava, Faculty of Metallurgy and Materials Engineering

Employment:

09/1999 – present University of Ostrava, Czech Republic

Position: lecturer, Head of Department of Information Technologies (since 2005), vice-dean for study affairs and life-long learning (since 2013)

Focus:

ICT implementation in education, digital literacy, e-learning, learning styles in e-learning

Editor-in chief of the ICTE Journal

Program Committee member of Czech-Slovak Student Scientific Conference in Didactics of Informatics, DIVAI (Distance Learning in Applied Informatics) conference

Member of the Centre of Educational Research at Faculty of Education, University of Ostrava

 

 

 

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Published

2024-10-23

Issue

Vol. 23 No. 1 (2024): Proceedings of the 23rd European Conference on e-Learning - ECEL 2024

Section

Academic papers