A Study of the K-12 Teachers' Competency for the Artificial Intelligence Curriculum in China

Education in artificial intelligence is crucial for preparing future citizens for an intelligent society, and teachers are the most essential group to implement an artificial intelligence curriculum. The issues that must be taken into consideration in the development of artificial intelligence education in the k-12 educational context in China include what types of teachers are required for artificial intelligence instruction, what types of competency are needed for teachers, and what elements are needed to train teachers. Focusing on the characteristics of artificial intelligence education and K-12 teachers’ competency in China, this study proposes 21 characteristics of teacher competency through feature verification and expert consultation. It also develops and validates a five-dimensional model of teacher competency for the artificial intelligence curriculum, using behavioral event interviews and confirmatory variables, and offers training recommendations for k-12 teachers’ competency for the artificial intelligence curriculum while taking teacher competency into consideration. This study is advantageous to the growth of artificial intelligence curriculum teachers and provides an answer to the question of what kind of artificial intelligence curriculum teachers should be trained in the k-12 educational context<sup xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">1</sup>.