Comparative Analysis of the Studies of Countries on AI Teaching

Abstract

Today, artificial intelligence technologies, which are making their impact more felt in almost every field, have also increased the interest in teaching this field. Anticipating that artificial intelligence will have a much more effective role in the coming years, countries have started to make preparations for teaching artificial intelligence in schools in order to prepare trained human resources in this field. Countries such as China, India, Canada, and the USA, which see artificial intelligence teaching as a strategic priority rather than just a curriculum, have started teaching artificial intelligence in schools by making investments in artificial intelligence teaching with important technology companies and scientists. Analysing the studies carried out by countries around the world on teaching artificial intelligence can be guiding for educators, researchers and decision-makers working in this field. For this reason, in this study, it is aimed to comparatively examine the studies carried out by countries in terms of policy, strategy and curriculum on Artificial Intelligence (AI) teaching. Document analysis method was used in the study. In this context, the reports of international organizations and the documents on the websites of relevant institutions of 21 countries around the world, especially the ministries of national education, were examined according to the determined themes. In addition, the preferences of the countries for AI teaching were compared according to the themes, and suggestions were made for AI teaching in schools.