Project Team
Dr Michaela Oliver, Durham University, UK
Dr Cristina Costa, Durham University, UK
From Risk to Reason: Developing AI Literacy in Primary Schools
This British Academy-funded project explores how primary school teachers can support young people in developing Artificial Intelligence (AI) literacy – a vital component of digital literacy.
As AI technologies increasingly shape how we live, work, and learn, schools face growing pressure to prepare pupils for ethical and informed engagement with these tools. Yet current approaches often focus on risk avoidance, limiting young people’s autonomy and missing opportunities for reasoned discussion about their digital engagement and for development of their digital citizenship.
This project addresses the lack of guidance, teacher involvement, and pupil voice in AI Education (AIED).
Using an Ethnographic Participatory Action Research (EPAR) approach, researchers will collaborate with teachers and young people across three phases:
In Phase 1, participants’ perceptions and experiences of AIED will be explored and mapped. This phase will explore perceptions teachers, school leaders and young people hold about AI and its implications for primary education.
In collaboration with teachers and young people, Phase 2 will co-develop curriculum principles and lesson plans to support AIED.
Phase 3 will pilot materials developed during Phase 2 with Key Stage 2 primary classes. Curriculum principles and lesson plans will be evaluated and refined during the piloting phase to produce research-informed curriculum principles and adaptable teaching resources.
Educational materials developed during the project will be shared here in due course.