AI and Digital Literacy Training Support Strategies for Elementary School Teachers in South Korea: Insights from Needs Analysis and Delphi Survey

• Eunsun Choi,
• Sunju Park,
• Youngkwon Bae,
• Jaekwoun Shim,
• Woochun Jun,
• Byoungrae Han,
• Namje Park,

Vol. 19, No. 2, February 28, 2025
10.3837/tiis.2025.02.007, Download Paper (Free):

• AI
• Delphi
• Future Research
• Needs Analysis
• Teacher Training

Abstract

In response to the increasing demand for elementary school teachers in South Korea to enhance their competencies in AI and digital technologies, this study aims to propose strategies for supporting teacher training. The research is driven by surveys conducted among teachers to gauge their needs and Delphi surveys conducted among experts to analyze findings. This study involved 5,243 elementary school teachers and 15 AI education experts in South Korea. Analyzing teacher demands via frequency analysis, t-tests, and ANOVA, it derived content validity ratio (CVR), coefficient of variation (CV), convergence (CG), and consensus (CS) from Delphi survey data. In conclusion, we propose five major support strategies—tiered training, regional training, institution selection, workforce pool management, and certification system support—for enhancing AI and digital literacy among current elementary school teachers through re-education. Additionally, we suggest 112 detailed support strategies under these major categories. Furthermore, the findings indicate that the participating teachers viewed all support strategies, excluding certification programs, as essential for teacher training (Mean > 4.0). This opinion was echoed not only by the teachers but also by the experts who participated in the Delphi survey. This study is significant for exploring retraining support strategies for AI and digital teacher training in South Korea using a large number of research participants. However, two areas need further research: why teachers and experts disagreed with the certification system support strategy compared to other support strategies and whether the support strategies proposed in this paper would be effective in real teacher training.

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