Artificial Intelligence Literacy Levels Identified Among Elementary School Teachers in Magelang

DOI

10.2991/978-2-38476-589-8_22How to use a DOI?

Keywords

Artificial intelligence literacy; Elementary school teachers; AI education curriculum; Bloom taxonomy; Teacher professional development

Abstract

General Background: Artificial intelligence literacy has become increasingly important in education, particularly as schools integrate AI and coding into formal curricula. Specific Background: In the context of implementing the Coding and Artificial Intelligence Curriculum (KKA) for the 2025/2026 academic year, elementary school teachers are required to possess adequate AI literacy encompassing conceptual, technical, and ethical understanding. Knowledge Gap: However, there is limited empirical evidence describing teachers’ AI literacy levels and the contributing factors within the framework of AI literacy and cognitive domains. Aims: This study aims to analyze the level of AI literacy among elementary school teachers in Magelang Regency and examine factors associated with their literacy levels. Results: Using a quantitative approach with descriptive and multiple linear regression analyses, data from 68 teachers across 10 schools indicate that AI literacy is moderately high (mean = 3.57), with strongest performance in remembering (3.92) and understanding (3.87), while applying (3.32), evaluating (3.37), creating (3.42), and analyzing (3.51) require further development. Regression results show that attitudes and values toward AI (β = 0.497), educational level (β = 0.689), and experience in AI training (β = 0.570) are significant predictors of AI literacy. Novelty: This study integrates the AI Literacy Framework and Bloom’s revised taxonomy to assess teachers’ readiness for AI-based education. Implications: The findings highlight the need for continuous professional development focusing on cognitive and practical competencies to support effective implementation of AI-driven curricula in elementary education.

Copyright

© 2026 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Diyah Ayu Karunianingsih
AU  - Yolanda Presiana Desi
AU  - Ardian Setio Utomo
AU  - Fatikha Akfini Anantaputri
PY  - 2026
DA  - 2026/06/18
TI  - Artificial Intelligence Literacy Levels Identified Among Elementary School Teachers in Magelang
BT  - Proceedings of the 1st International Conference on Communication and Digital Multimedia 2025 (ICCDM 2025)
PB  - Atlantis Press
SP  - 266
EP  - 276
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-589-8_22
DO  - 10.2991/978-2-38476-589-8_22
ID  - Karunianingsih2026
ER  -