通过联合国教科文组织框架探索中国本科生的人工智能能力
Jue Wang1, Wilson Cheong Hin Hong2, Xiaoshu Xu3
1School of Foreign Languages, Guangzhou Institute of Science and Technology, Baiyun District, Guangzhou City, Guangdong Province, China.
Acta psychologica
|January 27, 2026
概括
这项研究验证了联合国教科文组织针对中国学生的人工智能能力框架. 研究结果显示,本科生在人工智能道德和思维方式方面表现出色,但在技术技能方面落后,这表明需要改革课程.
科学领域:
- 高等教育 高等教育
- 人工智能教育 人工智能教育
- 教育评估的教育评估
背景情况:
- 中国优先考虑人工智能教育,但缺乏验证的框架来评估本科人工智能能力.
- 国际框架,如联合国教科文组织的学生人工智能能力框架,需要在不同的非西方环境中进行经验验证.
研究的目的:
- 在中国高等教育体系内实证联合国教科文组织针对学生的AI能力框架.
- 在四个关键方面评估本科人工智能能力:思维方式,道德,技术和设计.
主要方法:
- 调查数据来自中国9个城市13所机构的583名本科生.
- 通过主要组件分析和多变量分析验证了联合国教科文组织框架.
- 在四个方面检查了人工智能能力:以人为中心的思维方式,人工智能道德,人工智能技术和应用以及人工智能系统设计.
主要成果:
- 联合国教科文组织框架的四维结构得到了确认.
- 与人工智能技术和系统设计相比,学生在以人为中心的思维方式和人工智能伦理方面表现出更强的竞争力.
- 一年级学生报告的技术技能高于老年人,与典型的学术进步模型相反.
- 观察到性别和学术纪律的影响有限,主要是在技术AI方面.
结论:
- 存在很大的理论与实践差距,中国的人工智能教育与实际技能发展的国家优先事项不完全一致.
- 建议进行课程改革,包括人工智能联合创建,螺旋式课程设计和个性化学习途径,以实现负责任的人工智能参与.
- 经过验证的框架提供了理论见解和实际指导,以加强全球高等机构的AI教育.
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