Research Appraisalobservational

AI literacy among basic school teachers in Ghana: A structural equation modelling analysis

PloS oneArkorful, Valentina, Arthur, Francis, Opoku, Ernest et al.DOI

Clinical Snapshot

55CEBM

Evidence: Weakobservational

PICO Framework

P — Population	Basic school teachers in Ghana (n=319)
I — Intervention	Not applicable - observational study examining AI literacy dimensions
C — Comparator	Not applicable - cross-sectional analysis of relationships between AI literacy components
O — Outcomes	AI literacy measured across four dimensions: AI knowledge and understanding (KUAI), AI application (AAI), AI application evaluation (EAIA), and AI ethics (AIE)

Bottom Line

This cross-sectional study examined AI literacy among 319 basic school teachers in Ghana using structural equation modelling. The research identified relationships between four AI literacy dimensions: knowledge, application, evaluation, and ethics. While the study addresses an important contemporary issue in educational technology, it has limited direct relevance to Australian healthcare practice. The purposive sampling method and cross-sectional design limit causal inference and generalisability. The study lacks detailed methodology in the abstract, making quality assessment challenging. For Australian healthcare professionals, this research may inform broader discussions about technology literacy in health education but does not provide actionable insights for clinical practice or medical education. The findings are more relevant to educational policy makers than healthcare practitioners.

Evidence: Weak

Key Findings

P Value: Not reported
Effect Size: Not quantified in abstract
Primary Outcome: Relationships between AI literacy dimensions among basic school teachers
Nnt Or Sensitivity: Not applicable - descriptive relationships study
Confidence Interval: Not reported

Clinical Application

Low feasibility for direct application due to different educational systems and technology infrastructure Limited relevance to Australian medical education or healthcare training. Different from RACGP digital health competencies or AHPRA technology standards. May inform broader educational technology policy but not directly applicable to clinical practice Limited applicability to Australian healthcare education context

Abstract

Understanding the synergy of Artificial Intelligence (AI) literacy among teachers is imperative for successful integration in educational settings. This study examined basic school teachers' (BSTs) AI literacy based on four key aspects: AI knowledge and understanding (KUAI), AI application (AAI), AI application evaluation (EAIA), and AI ethics (AIE). The study employed a cross-sectional survey design and purposive sampling to collect data from 319 BSTs in Ghana. A variance-based structural equation modelling (VB-SEM) approach was used to explore the relationships between these dimensions and provide insights into their interrelationships. The study found that AAI positively influenced KUAI, EAIA, and AIE. However, AIE did not significantly influence KUAI and EAAI. In addition, KUAI did not influence EAIA. The findings contribute to understanding the current state of AI literacy among BSTs in Ghana and highlight areas for improvement in AI education and professional development programmes.

References

1.Arkorful, V., Arthur, F., Opoku, E., Ameen, A., Salifu, I., Nortey, S. A., & Tetteh, S. A. (2026). AI literacy among basic school teachers in Ghana: A structural equation modelling analysis. PLoS One. https://doi.org/10.1371/journal.pone.0347117

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