Maoinithe ag an Aontas Eorpach. Mar sin féin is tuairimí agus tuairimí an údair amháin nó na n-údar amháin iad na tuairimí agus na tuairimí a nochtar agus ní gá go léiríonn siad tuairimí an Aontais Eorpaigh nó na Gníomhaireachta Eorpaí Feidhmiúcháin Oideachais agus Cultúir (EACEA). Ní fhéadfar an tAontas Eorpach ná EACEA a chur i gcuntas astu. Uimhir an tionscadail: 2023-1-NL01-KA220-HED-000155675. For the purposes of the study a measuring instrument was developed that builds on the existing literature on AI literacy. The questionnaire presented is modular, is easily applicable to professional life, meets psychometric requirements, and includes other psychological skills besides the classic facets of AI literacy, having been tested for its factorial structure. Therefore, the questionnaire that was applied in this study, adapted to the Portuguese language. It consists of 29 questions, based on three dimensions—AI Literacy, AI Self-Efficacy, and AI SelfManagement—measured using a 5-point Likert scale. In the first dimension (AI Literacy), using and applying AI, means applying knowledge, concepts, and applications of AI in different scenarios and implies understanding the applications of AI and how it can affect one’s life. The second dimension (AI Self-Efficacy) integrates the Problem Resolution factor. This means voluntary behaviour aimed at solving problems, based on belief in the advantages of behavioural success, external approval, and the level of control of internal and external factors. The learning factor means understanding how AI learns and can be affected by data, that is, having a basic understanding of how AI and machine learning work, as well as knowledge of the implications of data quality, feedback, and one’s own data of interaction. Lessons learned This study delves into the AI literacy of teachers at Portalegre Polytechnic University (PPU), Portugal. AI Literacy- This gauges teachers' knowledge (understanding AI functionalities), application (using AI in various scenarios), detection (identifying AI in use), and ethical considerations (bias, fairness, transparency), AI Self-Efficacy- This assesses teachers' confidence in handling challenges and problems related to AI, with a specific focus on "learning" as a sub-factor, AI Self-Management-. This evaluates teachers' ability to manage their emotions regarding AI and their awareness of AI's influence on their daily work. Key Findings involve that PPU teachers show an overall average level of AI literacy, teachers excel in using and applying AI tools and understanding the ethical implications of AI in education, which indicates a comfort level with practical implementation and a commendable awareness of responsible AI use. The challenges of the study identified a knowledge gap in how AI functions and its accessibility for educational purposes. Teachers reported lower scores in this area, suggesting a need for training on the technical aspects of AI and how to leverage it for teaching and learning. Implications for practice The need to develop training programmes to improve teachers' understanding of AI functionalities and its use in education emerged from the study, the necessity to implement awareness campaigns on ethical considerations of AI in
RkJQdWJsaXNoZXIy NzYwNDE=