Building AI Literacy for Sustainable Teacher Education
Resource type
Journal Article
Status
Published
Recommended form of citation (APA)
Rütti-Joy, O., Winder, G., & Biedermann, H. (2023). Building AI Literacy for Sustainable Teacher Education. Zeitschrift Für Hochschulentwicklung, 18(4), 175-189. https://doi.org/10.21240/zfhe/18-04/10
Author(s)
External DOI
PHSG Organisation name
Project(s)
License Condition
CC BY-NC-ND 3.0 (Unported)
Proforis OA-status
Platinum OA
Topic PHSG
Sprachliche und Literarische Bildung
Digitale und Informatische Bildung
Lehrer:innenbildung
Fields of Science and Technology (OECD)
Education, general (including training, pedagogy, didactics)
Languages and Literature
General language studies
Education, general (including training, pedagogy, didactics)
Computer sciences
Education, general (including training, pedagogy, didactics)
Abstract
This article highlights the significance of AI Literacy for promoting sustainable teacher education in an AI-driven world. Given the rapid progress of AI, a crucial aspect of organisational development for teacher education institutions involves fostering AI Literacy among teaching staff, and enabling them to use and teach AI ethically and responsibly. We underscore the necessity for teacher education institutions to create opportunities for developing AI Literacy as a fundamental goal for sustainable development. Further, we explore recommendations for sustainable organisational and professional development as well as future research directions.
PHSG Organisation name
PHSG division (old structure)
PHSG - Institut ICT & Medien
Project(s)
Version
Published Version
Access Rights
Open Access
License Condition
CC BY-NC-ND 3.0 (Unported)
Rights Holder
Author(s)