AI literacy in secondary education: framework, assessment, and professional development in the Ukrainian context

- Marienko, M.V. (orcid.org/0000-0002-8087-962X), Markova, Oksana (orcid.org/0000-0002-5236-6640) and Semerikov, Serhiy O. (orcid.org/0000-0003-0789-0272) (2026) AI literacy in secondary education: framework, assessment, and professional development in the Ukrainian context Computers and Education: Artificial Intelligence (10). ISSN 2666-920X

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Abstract

The rapid proliferation of artificial intelligence tools in educational settings has created an urgent demand for AI literacy among secondary educators, yet empirical research examining this phenomenon in non-Western and crisis-affected contexts remains limited. This multi-study investigation employs a sequential explanatory mixed-methods design to examine AI literacy among Ukrainian secondary educators through national survey analysis (n = 2018), targeted educator surveys (n = 116), professional development evaluation (n = 1130), and systematic mapping of European Open Science Cloud (EOSC) services. Findings reveal that while 84% of surveyed educators report AI use in professional practice, only 11% can identify specialized services beyond ChatGPT, indicating a pattern of high adoption coupled with limited specialized awareness. The study proposes a five-level AI literacy framework (Awareness, Application, Evaluation, Creation, Ethics) integrated with three paradigms of AI in education (AI-directed, AI-supported, AI-empowered). Professional development intervention demonstrates 24% improvement in AI competence, with the largest gains in practical application (+27%) and critical evaluation (+26%). Systematic analysis identifies 22 EOSC AI services applicable to secondary education, particularly in biology and geography. Results provide preliminary evidence suggesting that targeted professional development can help advance AI literacy beyond surface-level tool familiarity toward sophisticated pedagogical integration. The Ukrainian context, marked by crisis-driven digital transformation, offers insights relevant to educational systems worldwide confronting the imperative to prepare teachers for AI-enhanced instruction.

Item Type:	Article
Keywords:	AI literacy, secondary education, teacher professional development, educational technology, Ukraine, European open science cloud
Subjects:	Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 00 Prolegomena. Fundamentals of knowledge and culture. Propaedeutics > 004 Computer science and technology. Computing. Data processing > 004.9 Application-oriented computer-based techniques Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 37.01/.09 Special auxiliary table for theory, principles, methods and organization of education > 37.09 Organization of instruction Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 373 Kinds of school providing general education Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 378 Higher education. Universities. Academic study
Divisions:	Institute for Digitalisation of Education > Department of Cloud-Oriented Systems and Artificial Intelligence in Education
Depositing User:	с.д.,п.н.с Майя Володимирівна Мар'єнко (Попель)
Date Deposited:	22 May 2026 07:52
Last Modified:	22 May 2026 07:52
URI:	https://lib.iitta.gov.ua/id/eprint/749202

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