Rural Primary Students’ Early Conceptions of Artificial Intelligence

Integrating rural primary students’ perspectives into artificial intelligence (AI) literacy initiatives is essential for designing equitable and effective learning programs. This study investigated how 23 Grade 4–5 students in a rural Chinese summer camp understood and felt about AI. Data were collected through a paper-based survey that included open-ended definitions, technology identification, and Likert-scale ratings of interest and confidence. Students often described AI in terms of useful functions or robots, and some attributed AI to simple automation tools—reflecting common misconceptions while also showing how everyday experiences shape their conceptions. Most (87%) expressed strong interest in learning AI, though nearly a third were uncertain about their ability to succeed. These findings highlight both curiosity and misconceptions, underscoring the need for scaffolded learning that refines understanding while building confidence. Incorporating rural learners’ perspectives, the study contributes to global AI literacy research and equitable, developmentally appropriate program design.