An Effectiveness Study of Teacher-Led AI Literacy Curriculum in K-12 Classrooms


  • Helen Zhang Boston College
  • Irene Lee Massachusetts Institute of Technology
  • Katherine Moore Massachusetts Institute of Technology



AI Literacy, Classroom Implementation, K-12


Artificial intelligence (AI) has rapidly pervaded and reshaped almost all walks of life, but efforts to promote AI literacy in K-12 schools remain limited. There is a knowledge gap in how to prepare teachers to teach AI literacy in inclusive classrooms and how teacher-led classroom implementations can impact students. This paper reports a comparison study to investigate the effectiveness of an AI literacy curriculum when taught by classroom teachers. The experimental group included 89 middle school students who learned an AI literacy curriculum during regular school hours. The comparison group consisted of 69 students who did not learn the curriculum. Both groups completed the same pre and post-test. The results show that students in the experimental group developed a deeper understanding of AI concepts and more positive attitudes toward AI and its impact on future careers after the curriculum than those in the comparison group. This shows that the teacher-led classroom implementation successfully equipped students with a conceptual understanding of AI. Students achieved significant gains in recognizing how AI is relevant to their lives and felt empowered to thrive in the age of AI. Overall this study confirms the potential of preparing K-12 classroom teachers to offer AI education in classrooms in order to reach learners of diverse backgrounds and broaden participation in AI literacy education among young learners.



How to Cite

Zhang, H., Lee, I., & Moore, K. (2024). An Effectiveness Study of Teacher-Led AI Literacy Curriculum in K-12 Classrooms. Proceedings of the AAAI Conference on Artificial Intelligence, 38(21), 23318-23325.