The Impact of AI-Literacy Training on High School Teachers: Enhancing the Quality of Lesson Delivery

Abstract

In the UAE, the National AI Strategy 2031 emphasises AI integration into all life sectors, including schools. However, in practice, the AI integration in the high schools' context is as yet insufficient because of unprepared educators who lack the demanding AI skills, which restricts the teachers' pedagogical practices and limits the optimal lesson delivery. This study aims to investigate how a structured AI-training programme affects the lesson delivery in 13 schools across the UAE, from multiple aspects such as pedagogical instructions and student engagement. A mixed-approach was employed combining qualitative and quantitative methods to analyse the collected data involving 700 educators from various specialities and leadership roles. The study highlights the key components required for effective AI-literacy training, in alignment with the UNESCO AI-Competency Framework for Teachers. The findings indicated that AI-literacy training has a vital impact on improving the teachers' capability to effectively utilise AI in teaching and learning processes. Remarkably, the data demonstrated that teachers confirmed valuable benefits for student engagement, lesson design, and assessment results. However, regional disparities in the implementation rate were observed despite the equal training opportunities, emphasising the vital role of school leadership monitoring, and the need for adaptive training intervention. This research contributes to the field by providing empirical validation for AI-literacy training to empower AI-adoption in schools, and bridging the gap between theoretical support for AI in education and the actual classroom-level utilisation, offering a scalable model for other education systems working towards adopting AI in teaching and learning. Keywords: AI literacy, instructional pedagogies, AI utilisation, personalised learning, student engagement, AI Competency Framework for Teachers