News release

From: Taylor and Francis Group

How to equip girls for an increasingly AI-driven world

Schools must do more to help girls master AI. That’s the conclusion of a new study, which found that boys, more confident at working with AI, performed better in some classes compared to their female counterparts.

Good teaching, meanwhile, can inspire and motivate and so help turn confidence into results.

Dr Ahmad says there are several possible reasons why the links between confidence, institutional support, and learning outcomes were stronger in boys than in girls.

“Technology and AI are often perceived as a male-dominated domain which can influence students’ belief in their abilities and their engagement in the subject,” he explains.

“And, as a result female students may have lower confidence in their abilities or be less likely to experiment with AI tools.

“The teaching style may matter, too. We know, for example, that some students prefer very structured lessons, others thrive on the combination of gentle guidance and the freedom to explore.”

The study’s findings can be used to amend curricula, to boost students’ AI self-efficacy and their AI skills, say the authors.

They suggest that:

• Students should be taught the basics of AI from early stages of school education. More complex concepts can be introduced progressively across higher grade levels.
• Lessons should be interactive, with students asking questions, doing hands-on work, and solving real-world problems, rather than passively listening.
• Teachers should give students feedback soon after they complete a task, while it is still fresh in the students’ minds.
• Educators should also teach students about how to use AI ethically. This could include showing them how to use AI tools to help with their schoolwork without cheating or being dishonest.

“Schools should also do more to support girls specifically,” says Dr Ahmad. “This could be done by providing them with more female role models in AI, creating a classroom environment in which all students feel comfortable, so that girls perceive that they are equally supported, which will boost their belief in their abilities to engage with AI.

“One way of doing this is through what we call guided practice. An example would be a teacher demonstrating how to use an AI tool, then allowing students to practise, while giving them guidance when needed. The teacher then gradually reduces the level of support as the students become more proficient. Such approaches will ensure that students, particularly girls, feel supported throughout the learning process.