Research Information System
54th IEEE Frontiers in Education Conference, FIE 2024, Washington, United States Of America, 13 - 16 October 2024, (Full Text)
This research-to-practice full paper describes the integration of Artificial Intelligence (AI) is included in higher education curricula in developing countries. As artificial intelligence (AI) continues to reshape societies worldwide, the demand for comprehensive AI education has grown significantly. Despite the widespread adoption of AI and machine learning technologies, there remains a substantial gap in AI education, particularly in developed and developing countries. A recent study highlights that only a small percentage (6%) of educators have integrated AI tools like ChatGPT outside of STEM fields, with many (32%) expressing the need for further familiarity with such technologies [1]. On the other hand, it is a stark reality that students age 7-17 are adopting and using AI technology daily faster than educators [1]. While growing support for AI in education among critical stakeholders, developing countries are searching for effective ways to integrate AI tools into the curriculum and enhance student learning experiences. As a case study, this research study focuses on Azerbaijan, as a developing country. This research focuses on two main subjects: understanding the barriers and challenges of educators and administrative leaders and exploring the effective ways to achieve positive integration of AI tools into the curriculum and enhance student learning experiences. The study involved undergraduate and graduate faculty members and administrative leaders from educational institutions in Azerbaijan. The participants represented public and private universities participated AI training and their AI knowledge and leadership confidence assessed through pre- and post-tests in three key categories: AI Foundation Knowledge, AI Knowledge of Ethical Behavior, and AI Leadership Confidence. The results demonstrated positive changes in participants' knowledge and confidence levels post-training, emphasizing the significance of providing educators with robust training to enhance their AI literacy and teaching competencies. This AI training program not only addressed the existing gaps in developing countries related to AI education but also paved the way for a more inclusive and effective learning environment, system thinking and process mapping that prepares students for an AI-driven future. By empowering educators with the necessary knowledge and skills, educational institutions can better integrate AI concepts into their curricula, ultimately equipping students with the tools needed to thrive in an increasingly AI-driven world. This research serves as a valuable case study for other developing countries seeking to enhance their AI education initiatives and underscores the importance of fostering a culture of continuous learning and innovation in education.