VIF Results: AI Literacy Survey of 319 Basic School Teachers in Ghana

Ghanaian basic school teachers' AI literacy was assessed via a cross-sectional survey of 319 participants. The data, collected by Valentina Arkorful, measures four key aspects: AI knowledge and understanding, application, application evaluation, and ethics. A variance-based structural equation modelling approach was used to explore the relationships between these dimensions.

Use Cases

• Modeling relationships between AI literacy dimensions based on the four key aspects described.
• Benchmarking AI literacy levels among teachers based on survey scores.
• Informing the design of teacher professional development programs based on identified literacy gaps.
• Conducting comparative studies on AI education integration in different geographic regions.

Strengths

• Data from 319 survey participants provides a substantive sample size.
• Measures four distinct, defined aspects of AI literacy: knowledge, application, evaluation, and ethics.
• Analysis employs a variance-based structural equation modelling (VB-SEM) approach.

Limitations

• Row count is unknown, which may limit suitability assessment.
• Column-level documentation is absent; field semantics must be inferred after download.
• Data reflects a specific geographic and temporal bias, focusing on Ghanaian basic school teachers at a single point in time.

Provenance

Source

Valentina Arkorful via figshare

Collection Method

Cross-sectional survey design using purposive sampling.

Time Range

null

Freshness

Last updated 2026-04-17 17:37:43; freshness should be verified.

Geography

Ghana