Guidelines for Enhancing AI Literacy of Primary Teachers in Small Schools under Singburi Primary Educational Service Area Office: Complete Needs Assessment Approach

Abstract

This research employs a three-phase mixed-methods approach to conduct a comprehensive needs assessment for primary school teachers in small-scale schools under the Sing Buri Primary Educational Service Area Office. The objectives were to: 1) identify and prioritize the needs for promoting Artificial Intelligence (AI) literacy; 2) analyze the root causes of these needs; and 3) propose guidelines for enhancing AI literacy. The sample consisted of 159 primary school teachers selected through stratified random sampling. The research instrument was a dual-response rating scale questionnaire with a reliability coefficient of 0.968. In Phase 1, data were analyzed using the Modified Priority Needs Index PNI_Modified and Matrix Analysis. In Phases 2 and 3, focus group discussions were conducted with five experts, complemented by an interview with a Chairperson of Elementary Education. A fishbone diagram was utilized to identify the causes of needs, and content analysis was applied to develop the promotion guidelines.

The findings revealed that: 1) The primary needs for promoting AI literacy include the ability to explain AI principles, the application of AI tools to enhance teaching efficiency, active participation in knowledge sharing among peers, and fostering concepts of using AI to promote an equitable and sustainable society. 2) The root causes of these needs stem from a lack of self-directed learning among teachers, the inherent complexity and rapid evolution of AI systems, excessive workloads, and constraints regarding budget and resources. Furthermore, there is a lack of concrete policy support, a legal vacuum in AI regulation, and a deficiency in Human-in-the-loop (HITL) oversight. 3) Proposed guidelines for promoting AI literacy involve establishing policies that integrate AI into the teacher professional standing system, providing resource support, and fostering self-directed learning. Key strategies include developing Lead Teachers organizing hands-on-to-theory training workshops supported by prompt libraries and manuals, creating secure networking platforms for data exchange, and implementing peer-coaching systems, specialized Professional Learning Communities (PLC), and providing supportive supervision, and emphasizing ethics in data accuracy and accountability.