Artificial intelligence (AI) applications are more and more embedded into day-to-day family activities, from
discourse with voice assistants to mobile guidance. Much as educational strategies for teaching AI to children have
come about, the role of parents in this process remains uncharted territory. This study intends to examine how
parents’ involvement and engagement can be nurtured in a manner that would result in developing AI literacy
among children in multicultural classrooms. Parents’ involvement in AI literacy is important for a number of
reasons. For example; Parents who understand AI can fortify the learning occurring in schools. AI literate parents
can help children with AI-related homework, projects, and inspire curiosity about AI technologies. They can also
supervise their children’s use of AI technologies, guaranteeing that children use them safely and appropriately.
This is important to preclude misuse and to teach children about responsible digital behaviour. Often times,
children have better access to technology and digital learning resources than their parents. Teaching parents about
AI will assist to narrow this gap, enabling them to seek and provide resources that support their child’s education.
Furthermore, parents from different backgrounds can guarantee that AI learning is culturally relevant and
inclusive, making it accessible and relevant for their children. The study chose a case study research design, and
scrutinized learners in grades 6 and 7 across four schools in Kabwe District, Central Province, Zambia. Thirty
participants, including ten learners, ten teachers, and ten parents, were purposively sampled. The purposive sample
of thirty participants comprised, ten learners, ten teachers, and ten parents. The means of data collection were
through interviews and observations that were thematically analysed. Findings revealed that although learners
often times used AI, their parents did not, mainly due to not having access to technology and time constraints.
Furthermore, learners frequently abused AI, negatively affecting their academic performance. Implementing
community workshops to enhance AI literacy among both parents and teachers, enabling them to better support
and guide their children is recommended.
Muvombo, M., Musonda, A., Mpolomoka, D. L., Banda, S., Sampa, R. L., & Chalwe, A. N. (2024). Nurturing parental involvement in artificial intelligence (AI) literacy among children in multicultural classrooms. Journal of Culture, Society and Development, 73, Article 07. https://doi.org/10.7176/JCSD/73-07