Secondary Students’ Conceptions of AI in an African Country

Authors

Katharine Childs, University of Glasgow
Douglas Case, San Jose State UniversityFollow
Ethel Tshukudu, San Jose State UniversityFollow
Tebogo Videlmah Molebatsi, Kgale Hill Junior Secondary School
Gaokgakala Alogeng, CSEd Botswana Gaborone
Emma R. Dodoo, University of Michigan, Ann Arbor

Publication Date

10-21-2025

Document Type

Conference Proceeding

Publication Title

Comped 2025 Proceedings of the ACM Global Computing Education Conference 2025

Volume

2

DOI

10.1145/3736251.3747301

First Page

383

Last Page

384

Abstract

We conducted a study in Botswana to examine secondary school students’ conceptions and use of artificial intelligence (AI) technologies (n=86, ages 16 - 18). Students’ responses to a written survey were analysed and mapped to the SEAME framework. All surveyed students reported using AI tools, including to help with their studies, which highlights the need to teach about AI in Botswana. Based on our findings about students’ conceptions about AI, instructional materials should consider including social and ethical aspects of AI use, and teach students about the varied uses of AI technologies.

Keywords

artificial intelligence, conceptions, K-12 education

Department

Computer Science

Recommended Citation

Katharine Childs, Douglas Case, Ethel Tshukudu, Tebogo Videlmah Molebatsi, Gaokgakala Alogeng, and Emma R. Dodoo. "Secondary Students’ Conceptions of AI in an African Country" Comped 2025 Proceedings of the ACM Global Computing Education Conference 2025 (2025): 383-384. https://doi.org/10.1145/3736251.3747301