Developing AI Literacy Through Teacher Professional Development in STEM: Design Principles for Equitable Integration in K-12 Contexts

• In Event: AERA Roundtable Session Friday 3:45 pm - Gold 1
  In Roundtable Session: Justice by Design: Humanizing STEM Education Through Equity, Culture, and Teacher Development

Abstract

This study presents a framework for designing TPD programs that integrate artificial intelligence (AI) literacy into K-12 STEM education. Drawing on Bandura’s Social Cognitive Theory and Darling-Hammond et al.’s PD model, it identifies five design principles emphasizing AI-specific content, equity-centered collaboration, ethical reflection, sustained mentorship, and teacher agency. These principles address technical, pedagogical, and ethical competencies for teachers to confidently and equitably integrate AI in STEM classrooms. The framework responds to gaps in current PD programs, particularly in under-resourced schools, focusing on scalable, context-sensitive approaches that promote instructional confidence and social justice. This study advances educational research and practice by offering guidance for educators, policymakers, and researchers to develop inclusive AI literacy initiatives that can foster equitable STEM learning opportunities.

Author

• Blessed Aspinas Mhungu, University at Buffalo - SUNY