Learning after COVID-19 and the ICT career aspirations: Are students entering the AI era with weaker skills?

This study examines the factors influencing pre-service teachers' behavioral intention to use AI-enabled educational tools during their practicum, using the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) as the theoretical framework. The model includes the core UTAUT2 constructs such as performance expectancy, effort expectancy, hedonic motivation, social influence, facilitating conditions, price value, and habit. It also incorporates additional predictors including computer self-efficacy, computer anxiety, and computer playfulness. Data were collected from 563 pre-service teachers using a structured questionnaire and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results indicate that performance expectancy and hedonic motivation are the strongest predictors of behavioral intention. Computer self-efficacy, computer anxiety, and computer playfulness significantly influenced effort expectancy, although effort expectancy did not directly predict behavioral intention. Performance expectancy was significantly predicted by extrinsic motivation, job fit, relative advantage, and outcome expectations. Constructs such as social influence and facilitating conditions showed limited or inverse effects. These findings suggest that internal motivational, cognitive, and emotional factors are more influential than external or institutional factors in shaping the adoption of AI-enabled tools. The study highlights the importance of promoting personal relevance, confidence, and enjoyment in teacher preparation programs to encourage technology integration.

As Artificial Intelligence (AI) literacy initiatives expand in K-12 settings, understanding how gender shapes student baseline perceptions, tool-use, and responsiveness to interventions is essential for equitable curriculum design. This study examines gender differences in AI literacy, safety awareness, and STEM career aspirations among Australian secondary students (Years 7, 8, and 10; N(pre) = 199, n(post) = 136) from two co-educational government schools who participated in a one-day AI literacy workshop. Using statistical regression methods controlling for year level and school, we found that pre-workshop, male students reported significantly higher STEM career interest across all three domains (AI, computer science, and engineering), while female students were significantly more likely to use AI for schoolwork and to seek advice from AI tools. Gender-differentiated patterns also emerged in deepfake behaviours: males were significantly more likely to have created or shared deepfake content. Both genders improved in AI knowledge post-intervention, yet females showed a richer profile of gains: wider conceptual understanding, greater confidence, and meaningful increases in AI and CS career interest that partially narrowed the gender STEM gap. These findings highlight the need for gender-responsive AI curricula, particularly deepfake safety education for male students, and demonstrate that even single-day workshops can narrow gender gaps in STEM aspirations and AI confidence.

The promise of AI literacy ``for all'' confronts a structural challenge embedded in how nations organise secondary computer science education. In most systems, a general-track subject -- Digital Literacy, ICT, TIC, or SNT -- bears the weight of universal AI literacy, while a specialist Informatics course serves STEM pathways separately. Yet the content and depth of the general track are shaped by governance decisions made largely with reference to the specialist one. This paper presents a comparative analysis of curricula and examination frameworks across fifteen countries, identifying two structural challenges. First, in several systems a significant portion of students completes secondary education without any formal programming exposure. Second, among those who do receive CS education, a \emph{Syntax Ceiling} emerges: Python-based instruction reaches most students, while the algorithmic depth associated with C++ remains concentrated in elite STEM tracks. Drawing on reform cases spanning centralised mandates (France, China, Japan), assessment-driven systems (Poland, Romania, South Korea), and recent universal reforms (Switzerland, Kazakhstan), we show that governance structures and high-stakes examinations are the primary drivers of both challenges -- and that specialist and general-track language choices are rarely independent, linked through shared teacher pipelines that curriculum policy seldom acknowledges. Achieving genuine AI literacy for all requires confronting not just curriculum content, but the access architectures and resource constraints that determine who receives it -- and at what depth.