A Self-Efficacy Theory-based Study on the Teachers Readiness to Teach Artificial Intelligence in Public Schools in Sri Lanka

The need for and challenges of teaching artificial intelligence (AI) at primary, secondary, and upper-secondary levels have been a major focus of recent academic discussions [1],[2],[3]. Often referred to as AI4K12 [4], this area explores global initiatives that introduce AI to students from kindergarten through high school. The rapid advancements in deep learning and generative AI technologies suggest AI will become a transformative force. This realisation has prompted governments and policymakers to recognise the need to prepare future citizens for a world heavily influenced by AI. As AI becomes increasingly integrated into information systems, concerns are mounting about citizens' ability to use these systems responsibly and understand the consequences of not doing so [5]. Furthermore, anxieties regarding AI's potential impact on societal sustainability highlight the need to equip future workforces with the skills to combine human creativity with AI's potential to create sustainable systems.