Bridging The Artificial Intelligence Knowledge Gap: An Empirical Study on AI Literacy in Secondary School Level

Harijana  Manohar; Lishaan B  Raj; Deepak Kumar Pradhan

doi:10.59828/ijmrast.v4i5.269

Authors

Harijana Manohar Senior Research Scholar, Department of Education, Regional Institute of Education, Mysore (NCERT) Author
Lishaan B Raj Department of Education in Social Science and Humanities, Regional Institute of Education, Mysore (NCERT) Author
Deepak Kumar Pradhan Assistant Professor, Department of Education, Regional Institute of Education, Mysore (NCERT) Author https://orcid.org/0009-0001-3255-3350

DOI:

https://doi.org/10.59828/ijmrast.v4i5.269

Abstract

Background:
Over, the past two decades the artificial intelligence (AI) has provoked a significant discourse on the rise of AI in shaping society, especially in education system. Especially, The integration of AI in education has gained momentum,with AI tools like ChatGPT and Gemini increasingly influencing teaching and learning processes. However, the role of secondary school teachers, particularly how gender influences their AI adoption and literacy, remains underexplored. This study investigates gender-based patterns in AI application usage, confidence, and perceived challenges among secondary school teachers, aiming to identify any disparities and inform inclusive professional development.

Results:
Survey data from 100 secondary school teachers revealed no statistically significant gender differences in general AI use, content creation, lesson clarification, and problem-solving. Both male and female teachers demonstrated comparable interaction levels with AI tools, as reflected in weak and non-significant correlations. However, a significant gender gap was found in selecting AI tools for updating professional knowledge, with male teachers reporting greater confidence (69%) than female teachers (48%). This result was statistically significant (p = 0.024) and moderately correlated (r = 0.213), suggesting differential exposure to AI training or access to digital resources. Overall, while gender was not a major factor in most AI literacy dimensions, this particular gap indicates a need for targeted intervention.

Conclusions:
The study concludes that AI adoption among secondary teachers is not significantly influenced by gender in most dimensions. However, the observed disparity in professional development usage highlights the importance of equitable access to AI training. These findings support the need for inclusive, gender-sensitive policies and professional development programs to bridge confidence and usage gaps. Empowering all educators with the necessary skills to integrate AI effectively will be crucial for maximizing its educational potential.