Artificial intelligence (AI) literacy education in secondary schools: a review

ABSTRACTArtificial intelligence (AI) literacy has emerged to equip students with digital skills for effective evaluation, communication, collaboration, and ethical use of AI in online, home, and workplace settings. Countries are increasingly developing AI curricula to support students' technological skills for future studies and careers. However, there is a lack of reviews summarizing AI education in secondary schools. This study aims to provide an up-to-date summary of the literature, informing researchers, policymakers, and educators on fostering students' AI literacy. A thematic analysis of 50 AI education studies from 2016 to 2022 was conducted, evaluating pedagogies, teaching tools, learning contents, and assessment methods among secondary students. Results were identified: (1) Collaborative project-based learning, involving interdisciplinary problem-solving through artifact creation, emerged as the most common pedagogical approach; (2) Teaching tools were categorized into hardware, software, intelligent agents, and unplugged tools; (3) Junior students focused on experiencing AI and basic concepts, while senior students explored advanced and technical components; (4) Assessments included knowledge tests, questionnaires, and qualitative analysis (e.g., videos, documents, presentations); (5) Students' learning effects were measured across affective, behavioral, cognitive, and ethical dimensions. The study identifies suggestions and challenges for implementing AI education in secondary schools, offering valuable insights and recommendations for educators and decision-makers.KEYWORDS: Artificial intelligenceAI literacyreviewsecondary Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsDavy Tsz Kit NgMr. Davy Ng is the IT Panel Convener at local secondary school in Hong Kong and a PhD candidate in the Faculty of Education, the University of Hong Kong. He holds a MEd Educational Psychology, BS Computer Science and Postgraduate in IT Education from the Chinese University of Hong Kong. His research interests lie in the areas of AI literacy, STEM Education and technology-enhanced pedagogic innovation. It is informed by recent research on defining AI literacy, online learning, and STEM education. He has also served as a reviewer for Artificial Intelligence Review, Computers and Education: Artificial Intelligence, Educational Technology & Society, Information and Learning Sciences and Journal of Information Technology Education: ResearchJiahong SuMs. Maggie Jiahong Su is currently a PhD candidate in the Faculty of Education at University of Hong Kong. Her research interests focus on technology education, AI, and STEM in early childhood education. Her publication covers the areas of artificial intelligence and STEM. She has also served as a reviewer for Computers and Education: Artificial Intelligence, Education and Information Technologies, Early Child and Development Care, and Early Childhood Education Journal.Jac Ka Lok LeungDr. Jac Ka Lok Leung is currently a Lecturer at the Hong Kong University of Science and Technology. Dr Leung was awarded Bachelor (Hons) of Mechanical Engineering and Master of Environmental Engineering from The Hong Kong Polytechnic University and The Hong Kong University of Science and Technology, respectively. In 2021, he was awarded Doctor of Education at The University of Hong Kong.at the Hong Kong University of Science and Technology. Dr Leung was awarded Bachelor (Hons) of Mechanical Engineering and Master of Environmental Engineering from The Hong Kong Polytechnic University and The Hong Kong University of Science and Technology, respectively. In 2021, he was awarded Doctor of Education at The University of Hong Kong. In Jac's early career, he worked in the environmental industry with focus on odor and wastewater contamination. Since 2012, Jac has started working in the higher education sector, he led and taught in experiential learning programmes and courses for students with diverse backgrounds. He is dedicated to promoting a "learning-by-doing" approach situated in makerspaces. He and his team were nominated for the UGC Teaching Award in 2020.Samuel Kai Wah ChuDr. Chu is an Associate Professor at the Faculty of Education, The University of Hong Kong (HKU). He has obtained 2 PhDs in Education – one focusing on e-Learning from University College London, Institute of Education (2017) and another one focusing on Information and Library Science from HKU (2005). His areas of expertise include AI literacy, gamified learning, 21st Century Skills, and Social Media in Education. He has been involved in over 70 research projects with a total funding of US$ 9,391,342. He has published more than 400 articles and books, with over 100 of them appearing in international academic journals. Furthermore, Dr. Chu is the Co-Founder and Co-Editor for the journal Information and Learning Sciences.