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International Journal of Transformative Teaching and Learning in Higher Education

ORCID

Hyunjin Jinna Kim https://orcid.org/0000-0002-3977-8667

Submission Category

Practice-Based Article

Abstract

This practice-oriented self-study examines the development of an artificial intelligence (AI) literacy education model grounded in my reflective teaching practices and journey in graduate-level teacher education courses. As AI tools become increasingly embedded in educational and everyday technologies, both teachers and learners often remain unaware of the algorithms, data ethics, and biases that shape AI-driven systems (Ghallab, 2019; Ng et al., 2022). Recognizing that many teachers and teacher candidates responsible for educating the next generation have a minimal understanding of AI tools’ limitations and the ethical risks involved in AI use, I drew on my own experiences and knowledge as a language teacher educator to design the proposed model. Informed by Ng et al.’s (2022) AI literacy framework and constructionist approach, this article provides a model that integrates intentional opportunities for students to know, apply, and evaluate AI. I further discuss ways to promote students’ critical interrogation of AI-generated output while fostering responsible AI use.

License Information

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License (CC BY-NC-ND 4.0).

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