THE MEDIATING EFFECTS OF ARTIFICIAL INTELLIGENCE LITERACY ON THE ASSOCIATION BETWEEN COMPUTATIONAL THINKING SKILLS AND ORGANIZATIONAL AGILITY AMONG SECONDARY SCHOOL TEACHERS

These days' educational landscape forces teachers to adapt to changing demands and embrace innovations. In this study, Artificial Intelligence (AI) literacy was analyzed as how it mediates the association between Computational Thinking Skills (CTS) and Organizational Agility (OA) among secondary teachers. A quantitative causal mediation analysis design was utilized in this study. Standardized AI literacy test, CTS Test, and OA test instruments were utilized to gather pertinent data among 305 respondents. The test instruments were first subjected to confirmatory factor analysis for model fitness. Path and mediation analysis through structural equation modeling revealed that CTS significantly predicts AI literacy, AI Literacy significantly predicts OA, and CTS significantly predicts OA. It was found out that AI literacy partially mediates the relationship between CTS and OA among teachers. This recommends that schools should conduct a comprehensive training program to enhance teachers' CTS and AI proficiency for schools' sustained agility.