The development of a scale to measure artificial intelligence literacy among postsecondary teachers

Abstract

TTeaching staff in colleges and universities deal with the growing presence of artificial intelligence (AI) tools, for instance offered by their institution or used by their students. However, the pedagogical use of these tools requires some knowledge about how they work, especially when it comes to address their limitations and recognize the ethical risks they carry. As of today, there is no precise way to measure the level of AI literacy of higher education teachers. This study proposes a questionnaire with 25 items to address this issue, based on a first draft of 29 items. A sample of 395 teachers was recruited through mailing lists of colleges and universities. Exploratory and confirmatory factorial analyses were conducted and allowed the detection of three latent variables: technical knowledge related to AI, level of sensitivity to ethical concerns, and capacity to use AI tools in a pedagogical setting.