New study highlights how co-discovery can build AI literacy for educators

AMES, Iowa – At Iowa State University, a leading educational technology researcher is bringing teachers to the center of artificial intelligence (AI) discussions to help prepare the next generation for a future increasingly shaped by AI technologies. 

“Teachers are the ultimate implementers of innovation in classrooms,” said Evrim Baran, Iowa State professor of educational technology and human-computer interaction. “They know their students and make pedagogical decisions based on their students’ needs.”  

While teachers and students are using generative AI more and more in their lives and classrooms, opportunities for educators to critically engage with AI are limited. Baran’s recent publication, AI Literacy in Teacher Education: Empowering Educators Through Critical Co-Discovery, was co-authored with Melis Dilek, a doctoral student in the School of Education, and Ezequiel Aleman, an alum of the educational technology doctoral program. 

The publication explores how critical co-discovery approaches can support the development of AI literacy in teacher education. The study not only identifies key components of AI literacy but also proposes a framework for integrating AI meaningfully and ethically into educational contexts. 

“AI is often framed simply as a tool to increase productivity,” Baran said “But, when we think about AI for educators, we must go beyond that. AI literacy involves understanding fundamental AI concepts, knowing how to integrate AI meaningfully, responsibly and ethically into classrooms, and recognizing the broader social and technical implications of AI for education and society.” 

The study brought together students preparing to become teachers, teacher educators, and current teachers to engage in hands-on activities and discussions that explored AI’s limitations, uncovered its potential in educational settings, and addressed challenges using pedagogical strategies. 

Through co-discovery activities, findings revealed that educators co-constructed an understanding of AI concepts, ethical considerations, and context-specific applications. This foundational work also highlighted the urgent need for more educator-specific engagement opportunities with AI—something Baran is already working on. 

“This study was really the beginning of what will soon be a complete online curriculum and AI in education toolkit for educators that addresses AI in education concepts through the critical co-discovery model,” Baran said. “What makes this work unique is that it’s being designed with educators—not just for them.”  

Using the initial findings from the paper, Baran and her team, comprised of faculty and graduate students, have spent time with Iowa school districts developing tools that meet teachers’ real-world needs. These resources include case-based scenarios and classroom-ready strategies that demonstrate how AI can be used meaningfully in K–12 settings. 

“Technology is advancing at the same pace for everyone—whether you’re in college or have been teaching for 20 years,” Baran said. “By taking a comprehensive approach with pre-service teachers, teacher educators, faculty and in-service teachers, we can ultimately help prepare the next generation to use AI in their future lives and careers.” 

The online curriculum and AI in education toolkit are being developed with funding from the ISU Miller Faculty Fellowship program and in collaboration with the university’s Center for Excellence in Learning and Teaching’s instructional design team. Baran expects the materials to launch in the fall.