On the Evaluation of Artificial Intelligence Literacy of College Teachers: Theoretical Construction and Empirical Research

This article explores the scientific connotation and fundamental elements of college teachers’ AI literacy. By evaluating the AI literacy of 410 teachers, the author validated the effectiveness of the AI literacy evaluation framework. The study finds significant differences in AI literacy among teachers of different disciplines, teaching positions, professional titles, and ages. Research also shows that the impact of disciplines and teaching positions on AI literacy is the most significant, and the roles of age and professional title can interfere with each other, but in fact, age has a more significant impact on teachers’ AI literacy. The author believes that improving teachers’ AI literacy requires precise resource allocation based on the technological needs and barriers of different groups.