Exploring AI literacy in elementary classrooms: students’ perspectives on generative AI, fairness, and ethical use

An exploratory study examined the AI literacy of 92 upper elementary students (5th graders) regarding generative AI, fairness, and ethical use, following a structured educational intervention. The research, using mixed methods including questionnaires and focus groups, found that students had prior exposure to AI and could identify examples of GenAI outcomes, specifically those that might be unfair, biased, or misleading.

This research provides early insights into how foundational AI concepts, including ethical dimensions like fairness and bias, are perceived by younger demographics. Understanding these perspectives is crucial for developing future educational strategies and frameworks that foster responsible engagement with rapidly evolving AI technologies across society.

Generative AI is increasingly present in educational settings, prompting a need to understand primary-aged students' perceptions and comprehension of its applications and limitations.

Forward consideration, not a verified fact.