Develop AI Teaching and Learning Resources for Compulsory Education in China

Source publication / research team or educational organization described in paper

China

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

• In-school (K-12)

Course implementation or course design

Not specified in extracted text

tudents should learn from grade 1 to grade 9. In other words, more than 158,000,000 students in 207,200 primary and junior high schools (Ministry of Education of The Peo- ple’s Republic of China 2022a) are suppos

AI literacy / AI concepts

• Teacher readiness, time, support, and classroom integration may affect implementation quality.
• Use with minors requires attention to privacy, consent, data minimization, and adult supervision.

K-5

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.
• Artificial intelligence course has been required to take for compulsory education students in China.

• 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, Teacher professional development.
• AI capability focus: AI literacy / AI concepts.

• Use age-appropriate framing and teacher/facilitator oversight for any classroom deployment.

• 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.

• Teacher readiness, time, support, and classroom integration may affect implementation quality.
• Use with minors requires attention to privacy, consent, data minimization, and adult supervision.

• 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.
• This is partially because of the lack of adequate teaching and learn- ing resources, which requires a major expenditure of time and effort for schools and teachers to design and develop.

• This is partially because of the lack of adequate teaching and learn- ing resources, which requires a major expenditure of time and effort for schools and teachers to design and develop.
• To meet the challenge of lacking appropriate resources in teaching and learning AI from grade 1 to grade 9, we de- veloped AI knowledge structure and instructional resources based on Chinese national curriculum for information science and technology.
• Our comprehensive AI syllabus contains 90 core concepts, 63 learning indicators, and 27 teaching and learning resources, which have been implemented.

Artificial intelligence course has been required to take for compulsory education students in China. However, not all teachers and schools are fully prepared and ready.

• Use age-appropriate framing and teacher/facilitator oversight for any classroom deployment.

• 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.

• Conceptual understanding
• Teacher readiness
• Curriculum / course design
• Teacher professional development
• AI literacy / AI concepts

• Completed

K-5

In-school (K-12)

AI literacy / AI concepts

Instructional / curriculum-based learning

Low to Medium

Medium

Develop AI Teaching and Learning Resources for Compulsory Education in China

• Jiachen Song
• Jinglei Yu
• Li Yan
• Linan Zhang
• Bei Liu
• Yujin Zhang
• Yu Lu

Proceedings of the AAAI Conference on Artificial Intelligence, Vol. 37 No. 13, EAAI-23

2023

10.1609/aaai.v37i13.26904

https://ojs.aaai.org/index.php/AAAI/article/view/26904

https://ojs.aaai.org/index.php/AAAI/article/view/26904/26676

095_Develop AI Teaching and Learning Resources for Compulsory Education in China.pdf

7

Artificial intelligence course has been required to take for compulsory education students in China. However, not all teachers and schools are fully prepared and ready. This is partially because of the lack of adequate teaching and learn- ing resources, which requires a major expenditure of time and effort for schools and teachers to design and develop. To meet the challenge of lacking appropriate resources in teaching and learning AI from grade 1 to grade 9, we de- veloped AI knowledge structure and instructional resources based on Chinese national curriculum for information science and technology. Our comprehensive AI syllabus contains 90 core concepts, 63 learning indicators, and 27 teaching and learning resources, which have been implemented. The re- sources have been taken as model courses in teacher training programs and an exemplary course has been implemented in primary schools that verified the effectiveness of our re- sources.

• In-school (K-12)

• Teacher readiness, time, support, and classroom integration may affect implementation quality.
• Use with minors requires attention to privacy, consent, data minimization, and adult supervision.

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

• duration

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.