# "From Unseen Needs to Classroom Solutions": Exploring AI Literacy Challenges & Opportunities with Project-based Learning Toolkit in K-12 Education

arXiv: https://arxiv.org/abs/2412.17243 · HTML: https://mlsanity.com/paper/2412.17243/

## Key facts

- Cited by 2 papers in the map (data through 14 Oct 2026).
- Builds on 4 of its 25 references that are in the map.
- First posted on arXiv 23 Dec 2024.

## Builds on (most cited first, 4 of 4)

- [Enhancing LLM-Based Feedback: Insights from Intelligent Tutoring Systems and the Learning Sciences](https://mlsanity.com/paper/2405.04645/) (2024)
- [Engaging Teachers to Co-Design Integrated AI Curriculum for K-12 Classrooms](https://mlsanity.com/paper/2009.11100/) (2020)
- [Blue Sky Ideas in Artificial Intelligence Education from the EAAI 2017 New and Future AI Educator Program](https://mlsanity.com/paper/1702.00137/) (2017)
- [ActiveAI: Enabling K-12 AI Literacy Education & Analytics at Scale](https://mlsanity.com/paper/2412.14200/) (2024)

## Built on by (most cited first, 2 of 2)

- [AI Literacy, Safety Awareness, and STEM Career Aspirations of Australian Secondary Students: Evaluating the Impact of Workshop Interventions](https://mlsanity.com/paper/2601.22486/) (2026)
- [AI Literacy for Community Colleges: Instructors' Perspectives on Scenario-Based and Interactive Approaches to Teaching AI](https://mlsanity.com/paper/2511.05363/) (2025)

## Abstract (arXiv)

As artificial intelligence (AI) becomes increasingly central to various fields, there is a growing need to equip K-12 students with AI literacy skills that extend beyond computer science. This paper explores the integration of a Project-Based Learning (PBL) AI toolkit into diverse subject areas, aimed at helping educators teach AI concepts more effectively. Through interviews and co-design sessions with K-12 teachers, we examined current AI literacy levels and how teachers adapt AI tools like the AI Art Lab, AI Music Studio, and AI Chatbot into their course designs. While teachers appreciated the potential of AI tools to foster creativity and critical thinking, they also expressed concerns about the accuracy, trustworthiness, and ethical implications of AI-generated content. Our findings reveal the challenges teachers face, including limited resources, varying student and instructor skill levels, and the need for scalable, adaptable AI tools. This research contributes insights that can inform the development of AI curricula tailored to diverse educational contexts.