Key points are not available for this paper at this time.
Due to the fast-evolving nature of AI technologies and their demands for rapid multidimensional social and educational transformation, timely reviews of how to integrate AI in K-12 education should be revisited every five years. Therefore, this systematic review study is to understand how to design content, instructions, and assessments for the integration of AI in schools. It presented the definitions of AI literacy and competency in the context of K-12 education and used the definitions to analyze the selected articles. The review highlighted the need to expand the existing definition of AI literacy by including self-reflection and emotional aspects. This review selected 47 publications published throughout the last ten years (2014–2023) using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. The results identified 13 topics to foster the five confidences and abilities of AI competency, five instructional designs, and five assessment approaches. Self-reflective mindsets were included in very few, if any, studies in the literature on AI education. We also discussed and suggested how the instructional designs and assessment approaches relate to the five confidences and abilities, and the students should self-reflect on their AI understanding to improve their competency.
Zhou et al. (Tue,) studied this question.