Artificial Intelligence and Data Literacy in Rural Schools’ Teaching Practices: Knowledge, Use, and Challenges

Abstract

This study explores the implementation of artificial intelligence (AI) and data literacy in rural Catalan schools by analyzing teacher knowledge, use, and perceptions. Data were collected from a representative sample of teachers at these schools to examine their understanding of AI and data literacy, how they utilize these technologies, and their perspectives on their applications. The results indicate that although over half of the teachers reported moderate to high AI knowledge, classroom implementation remains limited. Teachers primarily employed AI for text generation and content detection, with less frequent use of video generation or simulations. Common applications included lesson planning and material creation. Concerns centered on ethical implications, academic integrity, and a potential reduction in students’ critical thinking skills. This study reveals a moderate level of AI and data literacy knowledge among teachers in Catalan rural schools, contrasting with its limited practical application in the classroom. Teachers mainly use AI for text generation and content detection. Regarding data literacy, teachers demonstrated knowledge but lacked practical skills. These findings reveal a disconnect between theoretical AI knowledge and its practical application in the classroom, emphasizing the need for enhanced training and support to facilitate effective AI integration in education