Published in PLOS One on 2026-04-17, this study is presented as an attributed evidence briefing. The excerpts below are the original researchers’ words, reproduced under their Creative Commons Attribution licence. Health Signal has selected the abstract and, where needed, opening background paragraphs; the complete methods, results, limitations and references remain in the linked paper.
Original authors: Valentina Arkorful, Francis Arthur, Ernest Opoku, Ayishatu Ameen, Iddrisu Salifu, Sharon Abam Nortey, Solomon Adjatey Tetteh
Source: PLOS One • DOI 10.1371/journal.pone.0347117
Read the complete primary study ↗ · Creative Commons Attribution licence
From the researchers
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.
1. Introduction
The rapid advancement of artificial intelligence (AI) is transforming multiple sectors globally, with education emerging as a key domain of application. AI technologies are increasingly reshaping teaching and learning processes through personalised instruction, automation of administrative tasks, and enhanced student engagement [1–4]. As a result, education systems are under growing pressure to integrate AI meaningfully across all levels, including basic education.
While AI tools such as ChatGPT and Teacherbot offer opportunities to support instructional delivery and improve learning outcomes, their effective use depends largely on teachers’ competencies [5–7]. In this context, AI literacy has become a critical requirement for educators. AI literacy encompasses not only knowledge and understanding of AI but also the ability to apply, evaluate, and ethically engage with AI technologies [8,9]. Without these competencies, the integration of AI into teaching may be ineffective or even problematic, particularly in relation to issues such as misinformation and ethical misuse [10,11].
Despite the increasing relevance of AI in education, evidence suggests that many teachers lack sufficient understanding of AI concepts and their pedagogical implications [12,13]. This challenge is more pronounced in developing contexts, where technological adoption is growing but often unsupported by adequate capacity building. In Ghana, although AI adoption in education is gradually expanding [14], limited attention has been given to assessing teachers’ preparedness, particularly at the basic school level.
Existing studies in Ghana have largely focused on the adoption and use of AI tools, especially generative AI [15–17]. However, these studies provide limited insight into teachers’ comprehensive AI literacy and are not specifically centred on basic school teachers. Furthermore, prior research has not consistently applied a structured theoretical framework that captures the multidimensional nature of AI literacy, such as the model proposed by Ng et al. [8], which integrates knowledge, application, evaluation, and ethics.
Reading this evidence
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This briefing makes the source accessible within the wider technology & industry desk. It does not assess an individual patient or certify a product. When considering relevance to another health system, examine the original authors’ account of context and limitations, then seek local implementation evidence. The related reporting below provides other studies to read alongside this one; it is a topic connection, rather than a claim that their results are directly comparable.
© 2026 Valentina Arkorful, Francis Arthur, Ernest Opoku, Ayishatu Ameen, Iddrisu Salifu, Sharon Abam Nortey, Solomon Adjatey Tetteh. Excerpts reproduced under CC BY. Selection, formatting and contextual notes by Health Signal. The researchers are the authors of the source study, not members of Health Signal’s staff.
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