DEVELOPMENT AND VALIDATION OF AN AI LITERACY ASSESSMENT TOOL FOR HIGHER EDUCATION FACULTY IN CHINA: INSIGHTS FROM UNESCO’S AI-CFT FRAMEWORK
As artificial intelligence (AI) transforms education globally, assessing teacher AI literacy has become critical—particularly in large-scale, policy-driven systems like China’s. This study develops and validates a contextually grounded assessment instrument for higher education faculty in China, based on UNESCO’s Artificial Intelligence Competency Framework for Teachers (AI-CFT). Through a two-phase validation process—including pilot testing (N = 40) and scale refinement via item analysis, exploratory factor analysis (EFA), and reliability testing—the initial 30-item pool was reduced to a 21-item scale that faithfully reflects the framework’s five dimensions and three proficiency levels. The final instrument demonstrates strong internal consistency (α=0.914) and coherent factor structure, offering a psychometrically sound tool for evaluating AI literacy in non-Western, high-digitalization educational contexts. This work not only advances the cross-cultural operationalization of UNESCO’s AI-CFT but also provides a validated foundation for teacher development, policy implementation, and comparative research on AI readiness in higher education.
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DEVELOPMENT AND VALIDATION OF AN AI LITERACY ASSESSMENT TOOL FOR HIGHER EDUCATION FACULTY IN CHINA: INSIGHTS FROM UNESCO’S AI-CFT FRAMEWORK
Semantic Scholar · 2026
Abstract
As artificial intelligence (AI) transforms education globally, assessing teacher AI literacy has become critical—particularly in large-scale, policy-driven systems like China’s. This study develops and validates a contextually grounded assessment instrument for higher education faculty in China, based on UNESCO’s Artificial Intelligence Competency Framework for Teachers (AI-CFT). Through a two-phase validation process—including pilot testing (N = 40) and scale refinement via item analysis, exploratory factor analysis (EFA), and reliability testing—the initial 30-item pool was reduced to a 21-item scale that faithfully reflects the framework’s five dimensions and three proficiency levels. The final instrument demonstrates strong internal consistency (α=0.914) and coherent factor structure, offering a psychometrically sound tool for evaluating AI literacy in non-Western, high-digitalization educational contexts. This work not only advances the cross-cultural operationalization of UNESCO’s AI-CFT but also provides a validated foundation for teacher development, policy implementation, and comparative research on AI readiness in higher education.