#519: Design as Pedagogy: Employing Design Problem Solving to Develop Critical AI Literacy in Teacher Education

This study explores design problem solving as a framework for developing critical AI literacy in teacher education. Twenty-five in-service teachers in a graduate-level course designed “AI Information Sheets,” modeled after nutrition labels, to make AI systems more transparent and accessible. Data sources included the fact sheets, peer feedback, and reflections. Thematic analysis showed that teachers emphasized accessibility, privacy, transparency, and civic responsibility, linking technical understanding with ethical concerns. The findings suggest that design-based pedagogies can scaffold critical AI literacy by fostering critical thinking, navigating constraints, and engaging teachers in authentic reflection on the societal dimensions of AI.