Navigating the Challenges of AI Literacy Assessment for Rural Educators in Western China: Towards an Automated Evaluation System

With the educational application of big data and generative artificial intelligence (Gen AI) technology, people are paying more and more attention to improving the artificial intelligence literacy of rural teachers in China. Based on the Chinese "Teacher Digital Literacy" standard and the framework and indicators in the UNESCO "Teacher Artificial Intelligence Competency Framework", we have developed a model for rural teachers to assess their level of artificial intelligence, and based on this, we have developed a self-assessment tool. We have identified three challenges that constrain the use of AI technology among rural teachers in western China, namely technological factors, personal factors, and institutional factors. To address these challenges, we have designed a system framework for automated evaluation and adaptive training of rural teachers using AIGC technology. Within this framework, different scenarios such as teacher lesson preparation, smart teaching, academic evaluation, teaching research, and home school collaborative model training are targeted to promote the skill development of rural teachers in applying AI technology for innovative teaching, thereby improving the artificial intelligence literacy of rural teachers in China.