AI & Digital Competency Elements Necessary for Elementary and Secondary Science Teachers

Abstract

The 21st century, anticipated to bring significant changes to our lives, including educational practices and research, is now characterized by the rapid advancement of Artificial Intelligence (AI). This discourse on AI technology, while overlapping with the existing digital technology discourse, demands a new educational response due to the emergence of intelligent actors. Especially in Korea, there is an ongoing exploration of the future educational landscape for students through AI-integrated education policies. At this juncture, it is essential to reconsider the roles and functions of teachers, the primary stakeholders in Korean elementary and secondary education, to lead new educational practices. Specifically, for AI-integrated education to be effective in classrooms, it is crucial to clarify teacher competencies tailored to specific subjects. This study aimed to derive AI & Digital competency elements necessary for elementary and secondary science teachers. Based on literature reviews, potential AI & Digital competency elements for science teachers were initially identified, along with corresponding behavioral characteristics. Subsequently, an extended expert panel consisting of 37 educational and subject education experts and a Delphi survey involving 10 science education experts were conducted to refine these elements. The final AI & Digital competency elements for science teachers, presented after an expert consultation, were detailed into 16 elements across three major domains. The significance of this study lies in its derivation of AI & Digital competency elements tailored to the unique educational practices of science subjects.