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Are We Quicker to Allow What We Know? : A quantitative study analyzing the correlation between AI literacy, ethical concerns, and stigma on support for AI education in schooling.
Nase, Fia (2025) Are We Quicker to Allow What We Know? : A quantitative study analyzing the correlation between AI literacy, ethical concerns, and stigma on support for AI education in schooling.
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| Abstract: | Introduction: This paper looks into the various contributions to the different levels of support parents hold towards including AI literacy into standardized educational systems. Methods: A quantitative survey study (N = 91) was sent out to parents from different countries with children who have at some point in time been in standardized education. The survey measured three independent variables: AI literacy, ethical concerns about AI, and stigma towards AI. The research aimed to discover how these three independent variables influenced the levels of support held by parents towards AI education courses; the dependent fourth variable measured. Results: The results of this study showed that each independent variable had significant evidence of a correlation to levels of support, with stigma being the most influential. A moderation analysis showed that AI literacy did not impact the individual relationships of ethical concerns and stigma on levels of support. Conclusions: Should school systems wish to include AI education in their program, they should influence parents to associate positive attitudes with the innovation. Keywords: artificial intelligence, AI literacy, parental opinions, ethical concerns, stigma, support. |
| Item Type: | Essay (Bachelor) |
| Faculty: | BMS: Behavioural, Management and Social Sciences |
| Subject: | 05 communication studies |
| Programme: | Communication Science BSc (56615) |
| Link to this item: | https://purl.utwente.nl/essays/107060 |
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