Intégration pédagogique et didactique responsable de l’IA générative : Enrichissement de la littératie des enseignants de littérature

To ensure the contextualization of educational content, the education sector is currently seizing opportunities offered by digital technologies, particularly generative artificial intelligence (GenAI). Given its significant influence on contemporary social life, the ethical and equitable use of these tools is increasingly recommended. Adopting an innovative approach, Cameroon aims to integrate AI into its education system, recognizing its numerous benefits. However, a lack of AI literacy among literature teachers could not only hinder contextualized and modernized learning but also lead to ill-advised integration. Consequently, to what extent does the responsible integration of generative AI contribute to developing AI literacy among literature teachers? This article aims to examine methods for the responsible pedagogical and didactic integration of generative AI that can foster teacher literacy, taking into account their specific socio-professional contexts. Qualitative data were collected through semi-structured interviews with literature teachers from high schools in Ngaoundere 3rd, selected using a convenience sampling method. The findings characterize the teachers' AI literacy, revealing the types and extent of AI usage, as well as the reasons for using AI despite low literacy levels. The study also proposes strategies to promote responsible pedagogical and didactic integration.