Project-Based Learning and the AI4K12 Framework in High School AI Curriculum: A Systematic Review

Erin Bosarge

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Conference: 2025 ASEE Southeast Conference
Location: Mississippi State University, Mississippi
Publication Date: March 9, 2025
Start Date: March 9, 2025
End Date: March 11, 2025
Conference Session: Professional Papers
Tagged Topics: Diversity and Professional Papers
Page Count: 11
Permanent URL: https://peer.asee.org/54189
Download Count: 2

Paper Authors

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Erin Bosarge University of South Alabama

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Erin Bosarge is a dedicated educational researcher and Ph.D. candidate in Instructional Design at the University of South Alabama. Her research focuses on integrating Artificial Intelligence into high school curriculum. Her work is characterized by a commitment to innovative teaching methods and a deep belief in empowering educators and students, making her a prominent voice in educational research and methodology.

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Abstract

This literature review adopts a systematic approach to explore the intersection of Project-Based Learning (PBL) and the AI4K12 framework within high school AI curricula. Utilizing the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework (Moher et al., 2009), this review integrates diverse perspectives to comprehensively understand how these instructional strategies can enhance AI literacy among high school students. The review is framed by two primary theoretical approaches: PBL, which emphasizes hands-on, student-centered learning through real-world projects, and the AI4K12 framework, which outlines five key concepts essential for K-12 AI education (Touretzky et al., 2019). These frameworks have demonstrated success in other educational contexts, particularly for engaging students in complex subjects. The focus of this review is to assess how these frameworks can be integrated into high school curricula to improve students’ foundational understanding of AI and their ability to apply these concepts critically and ethically. The review addresses several key questions, including how PBL influences student engagement and understanding of AI, the challenges associated with integrating PBL into high school AI curricula, and the current effectiveness of the AI4K12 framework’s implementation. It also examines how these frameworks can collectively enhance overall AI literacy in secondary education. To ensure comprehensive coverage, a systematic search strategy was developed using Boolean search strings and multiple academic databases, including ERIC, ScienceDirect, ProQuest, and Academic Research Complete. Keywords such as "Project-Based Learning," "AI4K12," "high school," and "artificial intelligence" were used to retrieve relevant studies. This search yielded thousands of articles which were filtered to include only peer-reviewed empirical studies published from 2015 onward. The selection process followed specific inclusion and exclusion criteria, ensuring only studies focusing on AI education in high schools, AI4K12 lesson plans, or PBL in high school settings were included. Studies lacking empirical evidence, focusing solely on theoretical discussions, or unrelated to high school AI education were excluded. The articles remaining after this selection process were included in this review, and received an in-depth review based on their focus on integrating these frameworks into secondary school curricula. Preliminary findings from the literature suggest that while PBL effectively increases student engagement and understanding, it poses challenges for teachers, including limited resources and varying levels of preparedness. Similarly, the AI4K12 framework provides a comprehensive guide to AI concepts but has faced implementation hurdles, particularly in under-resourced schools. These barriers highlight the need for further support regarding teacher training and curriculum adaptation. As the review continues, a thematic synthesis will focus on identifying patterns and best practices for integrating PBL and AI4K12 into high school curricula. Upon final completion, the literature review will offer actionable insights for educators and policymakers, with recommendations for improving AI literacy by effectively incorporating these frameworks in secondary education.

Citation
Format

Bosarge, E. (2025, March), Project-Based Learning and the AI4K12 Framework in High School AI Curriculum: A Systematic Review Paper presented at 2025 ASEE Southeast Conference , Mississippi State University, Mississippi. https://peer.asee.org/54189

TY  - CPAPER
AB  - This literature review adopts a systematic approach to explore the intersection of Project-Based Learning (PBL) and the AI4K12 framework within high school AI curricula. Utilizing the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework (Moher et al., 2009), this review integrates diverse perspectives to comprehensively understand how these instructional strategies can enhance AI literacy among high school students.
The review is framed by two primary theoretical approaches: PBL, which emphasizes hands-on, student-centered learning through real-world projects, and the AI4K12 framework, which outlines five key concepts essential for K-12 AI education (Touretzky et al., 2019). These frameworks have demonstrated success in other educational contexts, particularly for engaging students in complex subjects. The focus of this review is to assess how these frameworks can be integrated into high school curricula to improve students’ foundational understanding of AI and their ability to apply these concepts critically and ethically.
The review addresses several key questions, including how PBL influences student engagement and understanding of AI, the challenges associated with integrating PBL into high school AI curricula, and the current effectiveness of the AI4K12 framework’s implementation. It also examines how these frameworks can collectively enhance overall AI literacy in secondary education.
To ensure comprehensive coverage, a systematic search strategy was developed using Boolean search strings and multiple academic databases, including ERIC, ScienceDirect, ProQuest, and Academic Research Complete. Keywords such as &quot;Project-Based Learning,&quot; &quot;AI4K12,&quot; &quot;high school,&quot; and &quot;artificial intelligence&quot; were used to retrieve relevant studies. This search yielded thousands of articles which were filtered to include only peer-reviewed empirical studies published from 2015 onward. The selection process followed specific inclusion and exclusion criteria, ensuring only studies focusing on AI education in high schools, AI4K12 lesson plans, or PBL in high school settings were included. Studies lacking empirical evidence, focusing solely on theoretical discussions, or unrelated to high school AI education were excluded. The articles remaining after this selection process were included in this review, and received an in-depth review based on their focus on integrating these frameworks into secondary school curricula.
Preliminary findings from the literature suggest that while PBL effectively increases student engagement and understanding, it poses challenges for teachers, including limited resources and varying levels of preparedness. Similarly, the AI4K12 framework provides a comprehensive guide to AI concepts but has faced implementation hurdles, particularly in under-resourced schools. These barriers highlight the need for further support regarding teacher training and curriculum adaptation.
As the review continues, a thematic synthesis will focus on identifying patterns and best practices for integrating PBL and AI4K12 into high school curricula. Upon final completion, the literature review will offer actionable insights for educators and policymakers, with recommendations for improving AI literacy by effectively incorporating these frameworks in secondary education.

AU  - Erin Bosarge
CY  - Mississippi State University, Mississippi
DA  - 2025/03/09
PB  - ASEE Conferences
TI  - Project-Based Learning and the AI4K12 Framework in High School AI Curriculum: A Systematic Review
UR  - https://peer.asee.org/54189
ER  -