AI literacy training for K–12 learners: Community-led non-formal education practices in China
DOI:
https://doi.org/10.47989/ir31iConf64284Keywords:
AI literacy, K–12 education, Non-formal learning, Community engagementAbstract
Introduction. Artificial intelligence (AI) literacy has become increasingly important in K–12 education, yet its implementation in community-led, non-formal settings remains underexplored. This study examines how community-led AI literacy training for K–12 learners are implemented in non-formal community settings in China, with a specific focus on the motivations and challenges faced by university-student volunteer instructors.
Method. Data were collected through semi-structured interviews with eight university-student volunteers serving as instructors and field observations of ten training sessions across five urban communities in summer 2025.
Analysis. Interview transcripts were thematically coded and triangulated with observational data, using an adapted version of Detlor et al.’s framework for community-led digital literacy training.
Results. Three dimensions—volunteer engagement, learning environments, and program components—shaped AI literacy training program. While volunteers’ intrinsic motivation and disciplinary background facilitated instruction, challenges such as inconsistent funding, limited equipment, and fragmented curricula constrained the perceived effectiveness and sustainability of the training program.
Conclusion(s). Community-led initiatives can complement formal schooling in promoting AI literacy, but their sustainability and scalability depend on systematic support, adequate resources, and stronger organisational coordination.
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Copyright (c) 2026 Yanke Zhao , Xiao Hu , Yuxiang (Chris) Zhao, Shijie Song , Jinhao Li
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