Thesis work
This framework has gone through multiple stages of refinement, including defining key concepts, ideating, prototyping, testing, and continuous improvements based on research and feedback. It is grounded in a long line of literature review and academic research, ensuring both its practicality and theoretical justification.
If you would like to learn more about the creation of the framework, including its theoretical foundations, design process, and development stages, I invite you to read my thesis.
​
Below is an overview of how each stage shaped the final version:
​After reviewing existing research and speaking with over 20 teachers, I identified the challenges and needs of introducing AI literacy in primary education. My thesis research showed that while AI literacy is recognized as important, many teachers lack the resources or confidence to implement it, highlighting the need for a structured but flexible framework.
​Based on these insights, I established the learning objectives, lesson structure, and core focus areas, ensuring the framework aligned with real classroom needs. This step was crucial in making AI literacy manageable within a traditional curriculum, avoiding overly technical content while keeping the focus on critical thinking and responsible AI use.
​During this phase, I explored multiple ways to structure and deliver the framework. Based on feedback from teachers who expressed the need for accessibility, simplicity, and flexibility, I decided that a website would be the best format. This would allow educators to access the framework at any time, easily navigate between lessons, and adapt the materials based on their classroom needs. The website format also ensures that resources can be updated or expanded as AI technology evolves.
Alongside developing the first version of the lessons and materials, I also began building the website, incorporating ideas and wishes shared by teachers. This phase ensured that the website was structured, clear, and easy to navigate, making it as practical as possible for teachers with different levels of AI experience.
​The framework was implemented with students, and I collected teacher and student feedback, observed engagement, and assessed how well students grasped AI concepts. Additionally, I gathered specific feedback on the website’s readability and clarity, ensuring that educators could easily understand and implement the lessons.
Based on ongoing feedback, I adjusted and improved the lessons, structure, and materials to ensure clarity, accessibility, and engagement. Teacher feedback helped refine the lesson flow, wording, and layout of the website, making it a user-friendly and adaptable resource. Through further feedback and future iterations, I plan to keep refining this framework and website, ensuring that it remains up to date, practical, and aligned with evolving educational needs.