Investigating the Integration of Artificial Intelligence (AI) Concepts and Applications in Primary School Computer Science Curricula in Kuwait: A Descriptive-Analytical Study | ||
| المجلة الدولية للعلوم التربوية و الانسانية المعاصرة | ||
| Volume 4, Issue 3, July 2025, Pages 1-49 PDF (912.38 K) | ||
| Document Type: المقالة الأصلية | ||
| DOI: 10.12816/ijches.2025.378562.1068 | ||
| Author | ||
| Ammar H. Safar* | ||
| Ph.D. (Corresponding Author) Institution: Kuwait University, College of Education, Department of Curriculum and Teaching Methods, Kuwait. | ||
| Abstract | ||
| The study aimed to identify the extent to which the concepts and applications of artificial intelligence (AI) are integrated into the primary school computer science curricula (i.e., fourth and fifth grades) in the State of Kuwait. This research adopted a quantitative descriptive methodology, specifically utilizing content analysis technique. The researcher prepared a content analysis card after referring to educational literature and relevant previous studies. The study tool, in its final form—after verifying its validity and reliability—consisted of 35 phrases (measurement indicators) distributed over five main comprehensive domains that focus on the fundamental dimensions of AI, namely: data analysis and structuring, AI applications, AI programming, physical computing, and machine learning and deep learning. The idea/topic was adopted as the unit of analysis due to its suitability for the nature of the study and its objectives. The study sample was carefully selected to include four computer science textbooks catering to fourth and fifth graders in primary education for the 2023/2024 school year. The study was effectively implemented in the first and second semesters/terms of the 2023/2024 school year. The current study’s findings reveal a conspicuous absence of AI topics, concepts, and applications within the computer science curricula for the primary stage in the State of Kuwait. Indeed, the results indicated that the inclusion/integration rate was 0.00% in all domains or dimensions of the content analysis card, without exception. This indicates that the four student textbooks for the fourth and fifth grades computer science curriculum do not contain any AI concepts or applications whatsoever. The study concluded with some recommendations, including: (1) Integrate AI concepts, applications, and ethics seamlessly into all computer science textbooks; (2) Update textbooks across all subjects to reflect modern technology, including AI’s definition, uses, and ethical implications; (3) Develop interactive digital/electronic content leveraging AI technologies; (4) Equip faculty with AI knowledge, ethics, and practical applications to foster an informed generation; (5) Train teachers and administrators to effectively integrate AI into teaching and learning; and (6) Provide resources and support for AI integration in teaching and learning. | ||
| Keywords | ||
| artificial intelligence; AI; AI concepts; AI applications; AI ethics; AI integration/inclusion into curricula; computer science curricula; primary/elementary school/stage; PreK-12 education; general education; State of Kuwait | ||
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