Pilot Program Aims to Foster AI Literacy for All UConn Students – UConn Today

Report on the Integration of Artificial Intelligence Literacy at the University of Connecticut and its Alignment with Sustainable Development Goals

Executive Summary

The University of Connecticut (UConn) has initiated a strategic program to integrate Artificial Intelligence (AI) literacy across its student body, directly contributing to several United Nations Sustainable Development Goals (SDGs), most notably SDG 4 (Quality Education), SDG 10 (Reduced Inequalities), and SDG 9 (Industry, Innovation, and Infrastructure). Spearheaded by Professor Arash Zaghi of the College of Engineering (CoE), the AI4ALL initiative leverages AI as a tool for personalized learning, aiming to create a more inclusive, equitable, and innovative educational environment. This report outlines the program’s objectives, implementation, and its significant contributions to sustainable development.

Advancing SDG 4: Quality Education

Promoting Inclusive and Equitable Learning Environments

The core of the initiative is its commitment to providing inclusive and equitable quality education, a central tenet of SDG 4. The program addresses this by utilizing AI to dismantle traditional one-size-fits-all educational models.

• Personalized Learning: AI tools are used to customize course material, catering to diverse learning styles and needs. This approach is particularly beneficial for engineering students struggling with abstract content.
• Support for Neurodiverse Learners: A primary driver for the program was to support neurodiverse students. The initiative reframes neurodiversity as an asset rather than a deficit, using AI to provide tailored support and level the playing field, directly aligning with SDG Target 4.5, which calls for equal access to education for persons with disabilities.
• Enhancing Student Well-being and Success: The program recognizes that the transition to university is a significant challenge. AI tools are introduced to assist all students with daily tasks, thereby promoting persistence and well-being. Key support areas include:

1. Daily planning and scheduling
2. Homework assistance and coaching
3. Mentoring access
4. Improved communication and social integration

Fostering Innovation and Reducing Inequalities (SDG 9 & SDG 10)

AI as a Catalyst for Reducing Educational Disparities

The AI4ALL course is designed as a powerful equalizing force, directly addressing SDG 10 by empowering all students, irrespective of their background or learning differences. According to Daniel Burkey, Associate Dean, the initiative strengthens the entire learning community by empowering neurodiverse students.

• Equalizing Access: The course provides all students with the skills to contextualize content and seek timely guidance, supporting varied strengths and starting points. This is crucial for non-traditional and neurodiverse learners.
• Building Future-Ready Skills: As noted by Engineering Dean JC Zhao, AI literacy is becoming as fundamental as computer literacy. By equipping students with these skills, the university is building a workforce capable of driving economic growth and innovation, contributing to SDG 9.

Implementation and Ethical Framework

Course Structure and Collaborative Development

The AI4ALL course (ENGR 1195) was developed through a university-wide collaboration involving the College of Engineering, the Provost’s office, and the Center for Excellence in Teaching and Learning (CETL). Initially designed for engineering students, its scope was expanded to serve all students.

• Pilot Program: The course is currently being piloted with nearly 500 students across several colleges, with a goal to triple enrollment.
• Course Content: The curriculum includes 14 modules, 28 lecture videos, 28 podcast-style lectures, and 20 interactive weekly labs.

Emphasis on Responsible and Ethical Use

A significant component of the course is its focus on the ethical integration of AI, which supports the principles of SDG 16 (Peace, Justice and Strong Institutions) by promoting responsible governance of technology.

• Core Principles: The curriculum emphasizes metacognition, critical thinking, validation, and the ethical use of AI technologies.
• Student Empowerment: The stated goal is to help students “maintain and amplify their true voice while responsibly utilizing AI tools,” ensuring that technology enhances, rather than replaces, human creativity and critical thought.

Preliminary Outcomes and Future Outlook

Initial Impact Assessment

Mid-semester survey data indicates a highly positive reception and significant impact on student skills and confidence.

• 96% of students reported that their prompting skills have improved.
• 91% reported being more thoughtful in their use of AI for academic work.
• 91% felt more confident about when and when not to rely on AI.

Conclusion

UConn’s AI4ALL initiative represents a significant step forward in aligning higher education with the Sustainable Development Goals. By leveraging AI to create personalized and inclusive learning experiences, the university is not only enhancing educational quality (SDG 4) but also actively reducing inequalities (SDG 10) and preparing students to be drivers of future innovation (SDG 9). The program serves as a model for how technology can be ethically integrated to build a more equitable and sustainable future for all learners.

Analysis of the Article in Relation to Sustainable Development Goals

1. Which SDGs are addressed or connected to the issues highlighted in the article?

1. SDG 4: Quality Education
   • The entire article focuses on an educational initiative, the “AI4ALL” course at UConn. It discusses improving teaching methods through personalized learning, enhancing student skills in AI literacy, and making education more effective and accessible. The text explicitly mentions a “learning revolution” and shaping the “future of education.”
2. SDG 10: Reduced Inequalities
   • A primary motivation for the AI4ALL course is to support “neurodiverse learners” and act as a “powerful equalizing force.” The article emphasizes that the course “levels the playing field” for nontraditional students, directly addressing the goal of reducing inequalities within an educational setting.
3. SDG 8: Decent Work and Economic Growth
   • The article connects the AI literacy course to future career prospects. It states the initiative is “building a workforce that can drive economic growth, innovation, and societal progress” and helps students “strengthen their learning now and their careers later,” which aligns with preparing youth for productive employment.
4. SDG 9: Industry, Innovation, and Infrastructure
   • The project is rooted in technological innovation (using AI for personalized learning) and scientific research, as evidenced by the support from “several National Science Foundation (NSF) grants.” It represents an investment in innovative educational infrastructure to enhance learning capabilities.

2. What specific targets under those SDGs can be identified based on the article’s content?

1. Under SDG 4 (Quality Education):
   • Target 4.3: Ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university. The article mentions the goal of making the AI4ALL course “available to all incoming students in the near future,” which directly supports equal access to quality tertiary education.
   • Target 4.4: Substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship. The course focuses on AI literacy, critical thinking, and ethical use of technology, which are highly relevant skills for the modern workforce. The article notes the goal is to equip “students across disciplines to use AI thoughtfully and skillfully.”
   • Target 4.5: Eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities. The article explicitly states the course arose from “efforts to support neurodiverse learners” and serves as a tool to empower them, directly addressing the need for equal access for vulnerable learners.
2. Under SDG 10 (Reduced Inequalities):
   • Target 10.2: Empower and promote the social, economic and political inclusion of all, irrespective of… disability… or other status. The initiative is described as a “powerful equalizing force—empowering neurodiverse students and strengthening the entire learning community,” which is a clear effort to promote the inclusion of students with different learning needs.
   • Target 10.3: Ensure equal opportunity and reduce inequalities of outcome. The article highlights that the course “treats AI literacy as a way to level the playing field” by supporting “varied strengths and starting points,” thereby aiming to reduce inequalities of outcome in academic performance.
3. Under SDG 8 (Decent Work and Economic Growth):
   • Target 8.2: Achieve higher levels of economic productivity through diversification, technological upgrading and innovation. By creating an AI-literate student body, the university is “building a workforce that can drive economic growth, innovation, and societal progress,” contributing directly to technological upgrading and innovation in the economy.
4. Under SDG 9 (Industry, Innovation, and Infrastructure):
   • Target 9.5: Enhance scientific research, upgrade the technological capabilities… encouraging innovation. The project is a direct result of scientific research into personalized learning, supported by “several National Science Foundation (NSF) grants,” and represents an innovation in educational methods.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

Yes, the article mentions several quantitative and qualitative indicators that can be used to measure progress:

1. Participation and Scale Indicators:
   • Number of students enrolled: The article states that “close to 500 students” are currently participating in the pilot. This is a direct measure of the program’s reach.
   • Enrollment growth target: The “goal is to triple enrollment in the next few years,” providing a clear target for measuring the expansion and adoption of the course.
   • Institutional reach: The course is being piloted in the College of Engineering “as well as in several colleges across the UConn first-year community,” indicating its cross-disciplinary implementation.
2. Skill and Confidence Indicators:
   • Student confidence levels: A mid-semester survey shows that “91% feel more confident about when and when not to rely on AI.” This measures the course’s impact on student self-efficacy.
   • Improvement in practical skills: The survey found that “96% say their promoting [prompting] skills have improved,” which is a direct indicator of skill acquisition (relevant to Target 4.4).
   • Change in student behavior: The survey also indicates that “91% report being more thoughtful in using AI in academic work,” measuring the impact on responsible and ethical technology use.
3. Curriculum and Resource Indicators:
   • Course content development: The article specifies the course structure: “14 modules, 28 lecture videos, and 28 podcast-style lectures” and “20 interactive weekly labs.” These metrics indicate the depth and comprehensiveness of the educational resources created.

4. Table of SDGs, Targets, and Indicators

Source: today.uconn.edu