SUCCESS & INNOVATION

The Impact of AI Literacy on Teaching and Learning at the Lower Secondary Level

 

Ms. Sary Lida is a National Master Trainer and an ICT teacher with over 6 years of experience at the lower secondary level (Grades 7-9) of Royal Crusade High School, locates in Stung Treng town, Stung Treng province. Before encountering AI technology, she faced numerous challenges in teaching, such as a lack of equipment and students' weak foundational knowledge, making her teaching tasks complex and time-consuming. However, after attending the "AI Literacy" training​ of AI Ready ASEAN project (AI RAP), everything changed.

 

Before the training, Ms. Lida felt that technology was evolving too fast, leaving her feeling like she "couldn't keep up," and she worried that AI would make her work more complicated. At that time, her digital literacy was at an intermediate level, and administrative tasks and teaching consumed almost all her personal time.

 

However, the "Turning Point" occurred during the training when she discovered that AI was not a burden but a "great assistant." She began to realize that AI could increase efficiency while reducing time spent. The shift from fear to curiosity allowed her to see opportunities to modernize her teaching and make it more dynamic. With great confidence, she is now sharing her expertise with thousands of learners. Her initiatives include AI Literacy follow-up training for over 168 educators and youths, alongside a broad AI awareness campaign that has reached 1,059 people. These efforts are all aimed at cultivating a capable and potential-filled workforce for our nation.

 

"I used to think AI was too distant and complicated for provincial teachers like us. But after learning and applying it personally, I discovered that AI is the key that unlocked up to 75% of my time. It transformed stressful administrative work into creative time, allowing me to focus more on my students. Now, I’m not just teaching students how to use computers; I’m teaching them how to use Artificial Intelligence to solve real-life problems," said Ms Sary Lida, sharing her strong confident facial expression.

 

Teaching modern technology to hundreds of students with unequal capabilities is not easy. The major challenges Ms. Lida faced were a lack of smartphones and unstable internet connections. To address this, she implemented flexible strategies:

 

1) Collaborative Learning: Since not every student had a phone, she required students to study in groups, sharing available resources.

2) Bridging Theory and Practice: Teaching was not just about definitions; she integrated practical tools like Canva for design and Picker Wheel to create a fun classroom atmosphere.

3) Real-world Problem Solving: Taking students to locations with strong internet signals to conduct research taught them resilience and how to solve immediate problems.

 

Following the AI Campaign training provided to 1,059 students (youth) from May to August 2025, there has been a remarkable transformation in students' learning behaviors. They have shifted from passively waiting for teacher instruction to becoming active, independent researchers. As a result, classrooms have become vibrant environments filled with creativity and engaging discussions.

 

A 10th-grade student, Chhay Menghak, is a standout example. From an ordinary student, Menghak used AI knowledge to develop himself rapidly. He became proficient in Canva, learned about coding, and could even create simple Apps and Websites. His ability to research via Google and other AI platforms made him a key asset in teamwork and enabled him to solve problems independently.

 

Alongside encouragement, Ms. Lida always emphasized "AI Ethics," teaching students to understand data bias and advising them to use AI merely as a tool for brainstorming ideas, not for completely copying work.

 

Currently, Ms. Sary Lida has transformed into a fully proficient digital educator with a clear understanding of AI procedures and the ability to verify and refine AI-generated data for accuracy. She possesses high confidence in sharing this knowledge, having already reached thousands of students and educators through the AI Awareness Campaign. Furthermore, she has initiated follow-up knowledge-sharing sessions through the AI Literacy Post-Training program, engaging 168 participants—including educators and youth—over two days in November 2025. Moving forward, her plan is to expand this AI literacy initiative to the wider community, parents, and other educators, ensuring they understand that AI is not a threat, but a vital collaborative partner.

 

"Don't be afraid to start! AI is the skill of the future that we must grasp today. Dare to use it, and you will see how easy it is, it is a smart assistant that requires no salary," said Ms. Lida.

 

The AI Ready ASEAN project (AI RAP) is implemented by KAPE in collaboration with the Department of Digital Transformation (DDT) of the Ministry of Education, Youth and Sport. It is Led by the ASEAN Foundation and supported by Google.org, it is a regional program established to promote Artificial Intelligence (AI) literacy and coding through the "Hour of Code," a global movement to introduce computer science to people of all ages. The project aims to make coding and AI simple, fun, and accessible for students, teachers, parents, and communities across ASEAN countries.

 

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