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AI Literacy Education in Secondary Schools

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AI Literacy in K-16 Classrooms

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Abstract

As AI literacy has grown its popularity across countries and regions around the world to design and implement AI curricula in secondary school levels. According to the report of UNESCO (2022), 11 member states have designed, endorsed, and implemented AI government-endorsed curricula. In the review of Ng et al. (2021b), over 14 countries around the world (including the United States, China, Spain, Hong Kong, Finland, Brazil, and Germany) have begun to promote secondary students’ AI competences and equip them with related knowledge, skills, and attitudes.

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Authors and Affiliations

  1. Faculty of Education, University of Hong Kong, Hong Kong, Hong Kong

    Davy Tsz Kit Ng, Maggie Jiahong Su, Iris Heung Yue Yim, Maggie Shen Qiao & Samuel Kai Wah Chu

  2. Division of Integrative Systems and Design, Hong Kong University of Science and Technology, Hong Kong, China

    Jac Ka Lok Leung

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  1. Davy Tsz Kit Ng
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  2. Jac Ka Lok Leung
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  3. Maggie Jiahong Su
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  5. Maggie Shen Qiao
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  6. Samuel Kai Wah Chu
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Ng, D.T.K., Leung, J.K.L., Su, M.J., Yim, I.H.Y., Qiao, M.S., Chu, S.K.W. (2022). AI Literacy Education in Secondary Schools. In: AI Literacy in K-16 Classrooms. Springer, Cham. https://doi.org/10.1007/978-3-031-18880-0_7

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  • DOI: https://doi.org/10.1007/978-3-031-18880-0_7

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  • Print ISBN: 978-3-031-18879-4

  • Online ISBN: 978-3-031-18880-0

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