Can indigenous pedagogies improve students' interest in elementary artificial intelligence?

Abstract

Purpose This study examines the application of the Culturo-Techno-Contextual Approach (CTCA) in AI education. It aims to address whether the CTCA can increase students' interest in AI, regardless of gender and contribute to the literature on AI education, policy development, instructional design and educational inequalities. The CTCA is a teaching method that integrates indigenous knowledge, context and technology to improve learning outcomes. Design/methodology/approach The study employed a quasi-experimental design. One hundred and five participants at the Ghanaian basic education level (38 in the experimental group and 67 in the control group) were selected using purposive and random sampling techniques. Data was collected using the Students' Attitudes Questionnaire (SAQ) and analysed using ANCOVA. Findings The findings indicated a statistically significant increase in student interest in artificial intelligence education, favouring the CTCA and GenAI combination over the lecture method. Furthermore, the study revealed no statistically significant differences in interest levels between male and female students, suggesting that CTCA caters to students regardless of gender. Practical implications By enhancing the engagement, relevance, and cultural sensitivity of learning, the CTCA effectively fosters student passion for artificial intelligence. This method improves students' interest and enables students to apply their knowledge intentionally in their local environments. Originality/value Researchers commonly investigate alternative pedagogical approaches to address learning difficulties. The novelty of this study lies in its application of an Indigenous teaching approach (CTCA) to address students' interest in AI education.