Nurturing Parental Involvement in Artificial Intelligence (AI) Literacy among Children in Multicultural Classrooms

Abstract

Artificial intelligence (AI) applications are more and more embedded into day-to-day family activities, from discourse with voice assistants to mobile guidance. Much as educational strategies for teaching AI to children have come about, the role of parents in this process remains uncharted territory. This study intends to examine how parents’ involvement and engagement can be nurtured in a manner that would result in developing AI literacy among children in multicultural classrooms. Parents’ involvement in AI literacy is important for a number of reasons. For example; Parents who understand AI can fortify the learning occurring in schools. AI literate parents can help children with AI-related homework, projects, and inspire curiosity about AI technologies. They can also supervise their children's use of AI technologies, guaranteeing that children use them safely and appropriately. This is important to preclude misuse and to teach children about responsible digital behaviour. Often times, children have better access to technology and digital learning resources than their parents. Teaching parents about AI will assist to narrow this gap, enabling them to seek and provide resources that support their child's education. Furthermore, parents from different backgrounds can guarantee that AI learning is culturally relevant and inclusive, making it accessible and relevant for their children. The study chose a case study research design, and scrutinized learners in grades 6 and 7 across four schools in Kabwe District, Central Province, Zambia. Thirty participants, including ten learners, ten teachers, and ten parents, were purposively sampled. The purposive sample of thirty participants comprised, ten learners, ten teachers, and ten parents. The means of data collection were through interviews and observations that were thematically analysed. Findings revealed that although learners often times used AI, their parents did not, mainly due to not having access to technology and time constraints. Furthermore, learners frequently abused AI, negatively affecting their academic performance. Implementing community workshops to enhance AI literacy among both parents and teachers, enabling them to better support and guide their children is recommended.

Key Words: Artificial Intelligence, AI Literacy, Multicultural Classrooms, Parental Involvement, Education, Technology

DOI: 10.7176/JCSD/73-07

Publication date: July 30^th 2024