Hila Fridman, Rinat Arviv Elyashiv, Miri Shonfeld E61 Proceedings of the 21st Chais Conference for the Study of Innovation and Learning Technologies: Learning in the Digital Era I. Blau, A. Caspi, Y. Eshet-Alkalai, N. Geri, Y. Kalman, D. Olenik-Shemesh, Y. Sidi, & N. Brandel (Eds.), Ra'anana, Israel: The Open University of Israel Teachers' Awareness of Cultural Biases in Artificial Intelligence: The Role of Digital Literacy and Cultural Competence (Short paper) Hila Fridman Kibbutzim College of Education, Technology and the Arts hila.a.fridman@gmail.com Rinat Arviv Elyashiv Kibbutzim College of Education, Technology and the Arts Rinat.Arviv@smkb.ac.il Miri Shonfeld Kibbutzim College of Education, Technology and the Arts Miri.shonfel@smkb.ac.il מודעות מורים להטיות תרבותיות בבינה מלאכותית: תפקיד האוריינות הדיגיטלית והכשירות התרבותית )מאמר קצר( מירי שינפלד מכללת סמינר הקיבוצים Miri.shonfel@smkb.ac.il רינת ארביב אלישיב מכללת סמינר הקיבוצים Rinat.Arviv@smkb.ac.il הילה פרידמן מכללת סמינר הקיבוצים hila.a.fridman@gmail.com Abstract Artificial intelligence (AI) tools are increasingly used for teaching and decision-making, yet they can reproduce cultural, gender, and socioeconomic biases and amplify inequities in schools. This study examined predictors of teachers' awareness of cultural biases in AI, focusing on digital use, technological anxiety, multicultural competence, social proximity, and role-based technological experience. A survey was administered to 120 Israeli K–12 teachers. Awareness of AI bias was measured with an eight-item scale and complemented by one short classroom vignette. Group comparisons and hierarchical regression were conducted. Teachers with extensive technological training reported higher awareness than those with partial or no training, and ICT coordinators reported substantially higher awareness than non-coordinators. Social proximity and digital use were associated with higher awareness; adding the ICT coordinator role explained additional variance and emerged as the strongest .Findings suggest that hands-on digital experience combined with formal school responsibility for technology (e.g., serving as an ICT coordinator) may be key leverage points for developing teachers' bias awareness. Professional development should integrate AI critical literacy with culturally responsive pedagogy and support ICT coordinators as school-level leaders for responsible AI adoption. Keywords: AI bias; teacher awareness; digital literacy; multicultural competence; ICT coordinators. מילות מפתח: הטיות בבינה מלאכותית; מודעות מורים; אוריינות דיגיטלית; כשירות תרבותית; רכז תקשוב .
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