Digital Competencies and Attitudes Toward Artificial Intelligence in K-12 Education

Abstract

Integration of AI in learning environments is fast becoming an avenue for personalized learning, intelligent testing, and instructional support using technology. However, successful implementation of AI in such settings depends on elementary school children's digital skills and readiness when interacting with AI technology tools. The current study explores the predictability of digital competencies in relation to attitudes towards AI among elementary pupils. The quantitative, non-experimental, and correlational research designs were used where 598 pupils participated in the study. Information was collected using the Digital Competencies Scale, which had 50 items measuring five constructs, that is, skills, attitudes, emotions, knowledge, and information search and creation. Additionally, the Attitudes Toward AI Scale, with 22 items measuring cognitive, affective, and behavioral constructs, was used. Data collected were analyzed using IBM SPSS Statistics 29.0 by means of descriptive analysis, reliability, and ordinal regression analysis. Results on reliability revealed internal consistency to be high for the two scales, with Cronbach's alpha values of 0.866 for digital competencies and 0.894 for attitudes towards AI. The results revealed that 51.0% of the students had medium digital competency, while 40.1% of the students reported fair attitudes towards AI. The ordinal regression analysis was found to be statistically significant (χ² = 557.799, p < 0.001), with the Nagelkerke pseudo-R² value being 0.687, meaning that digital competencies account for 68.7% of the variance in AI attitudes of the students. Moreover, digital competencies accounted for 43.9% of cognitive attitudes, 64.2% of affective attitudes, and 69.6% of behavioral attitudes towards AI. This study concludes that improving digital competencies of elementary school students helps enhance awareness and acceptance of AI. The findings have great implications for both educators and policymakers regarding K-12 education on digital literacy and AI.