Artificial Intelligence for Future Presidents: Teaching AI Literacy to Everyone

Source publication / research team or educational organization described in paper

USA

Researchers, educators, instructors, or facilitators as described in the source publication

• Research / curriculum design context

Course implementation or course design

1 hour and capped at 15 students

ere reserved for smaller discussion sections, each lasting 1 hour and capped at 15 students. To prepare for these discussions, assignments were due on Thursdays, allowing teaching staff to review student respons

AI literacy / AI concepts

• The paper provides limited implementation detail in the extracted abstract; additional manual review may be needed for local replication.

Unspecified / broad education

Mixed or not explicitly specified; infer from target learner group and intervention design.

Varies by intervention; not specified unless the paper explicitly describes prerequisites.

• Document the AI education intervention, course, tool, or resource described in the source publication.
• Extract the learner context, AI role, pedagogy, outcomes, and constraints for AAB registry comparison.
• The rapid and nearly pervasive impact of artificial intelli- gence on fields as diverse as medicine, law, banking, and the arts has made many students who would never enroll in a computer science class become interested in understanding elements of artificial

• Support AAB comparison across AI literacy, AI education, teacher training, higher education, and workforce contexts.
• Capture evidence maturity, transferability, and limitations rather than treating the publication as product endorsement.

• Not an AAB endorsement of the tool, curriculum, provider, or result.
• Not a direct replication record unless the source paper reports implementation details sufficient for replication.

AI literacy / AI concepts

Not specified in extracted text

• Learning object / concept model

• Primary interaction pattern inferred from publication: Curriculum / course design.
• AI capability focus: AI literacy / AI concepts.

• Apply standard AAB safeguards: privacy, transparency, human oversight, and documentation of limitations.

• Review the publication’s reported context, learner group, AI tool or curriculum, implementation process, and outcome evidence.
• Map the case to AAB registry fields for comparison across educational levels and AI capability types.
• Use the source publication and PDF for any manual verification before public registry release.

• Human educators/researchers remain responsible for instructional design, supervision, interpretation, and ethical safeguards.
• AI systems or AI concepts provide the learning object, support tool, evaluator, simulator, or automation context depending on the paper.

• Instructional / curriculum-based learning
• Registry extraction emphasizes explicit learning goals, observed outcomes, constraints, and safety limitations.

• The paper provides limited implementation detail in the extracted abstract; additional manual review may be needed for local replication.

• Case classified under: Published curriculum / implementation paper.
• Pedagogical pattern: Instructional / curriculum-based learning.
• Any additional adaptations should be verified against the full paper before public-facing publication.

• Engagement evidence should be interpreted according to the source paper’s reported method and sample.
• Fueled by questions about how this technology would change their own fields, these stu- dents are not seeking to become experts in building AI sys- tems but instead are searching for a sufficient understanding to be safe, effective, and informed users.

• Fueled by questions about how this technology would change their own fields, these stu- dents are not seeking to become experts in building AI sys- tems but instead are searching for a sufficient understanding to be safe, effective, and informed users.

The rapid and nearly pervasive impact of artificial intelli- gence on fields as diverse as medicine, law, banking, and the arts has made many students who would never enroll in a computer science class become interested in understanding elements of artificial intelligence. Fueled by questions about how this technology would change their own fields, these stu- dents are not seeking to become experts in building AI sys- tems but instead are searching for a sufficient understanding to be safe, effective, and informed users.

• Apply standard AAB safeguards: privacy, transparency, human oversight, and documentation of limitations.

• Activity documentation

• Can be used as an AAB evidence record for cross-case comparison, standards drafting, and evidence-maturity mapping.
• Supports identification of recurring patterns in AI literacy, AI education implementation, teacher preparation, assessment, and responsible AI learning.

• AI literacy
• Conceptual understanding
• Engagement / motivation
• Curriculum / course design
• AI literacy / AI concepts

• Completed

Unspecified / broad education

Research / curriculum design context

AI literacy / AI concepts

Instructional / curriculum-based learning

Low to Medium

Medium

Artificial Intelligence for Future Presidents: Teaching AI Literacy to Everyone

• Kate Candon
• Nicholas C. Georgiou
• Rebecca Ramnauth
• Jessie Cheung, E. Chandra Fincke
• Brian Scassellati

Proceedings of the AAAI Conference on Artificial Intelligence, Vol. 39 No. 28, EAAI-25

2025

10.1609/aaai.v39i28.35168

https://ojs.aaai.org/index.php/AAAI/article/view/35168

https://ojs.aaai.org/index.php/AAAI/article/view/35168/37323

005_Artificial Intelligence for Future Presidents_ Teaching AI Literacy to Everyone.pdf

8

The rapid and nearly pervasive impact of artificial intelli- gence on fields as diverse as medicine, law, banking, and the arts has made many students who would never enroll in a computer science class become interested in understanding elements of artificial intelligence. Fueled by questions about how this technology would change their own fields, these stu- dents are not seeking to become experts in building AI sys- tems but instead are searching for a sufficient understanding to be safe, effective, and informed users. In this paper, we describe a first-of-its-kind course offering, “Artificial Intelli- gence for Future Presidents” designed and taught during the spring of 2024. We share rationale on the design and structure of the course, consider how best to convey complex technical information to students without the background in program- ming or mathematics, and consider methods for supporting an understanding of the limits of this technology.

• Research / curriculum design context

• The paper provides limited implementation detail in the extracted abstract; additional manual review may be needed for local replication.

Not specified in extracted text unless noted in duration field.

Requires educators/researchers/facilitators with sufficient AI literacy and pedagogy knowledge for the target learners.

Infrastructure depends on AI tool type, learner devices, data access, and institutional policy context.

High

This entry was automatically extracted from the PDF text and manifest metadata. Fields should be manually verified before public registry publication, especially group size, location, duration, and outcome claims.