University Students’ Conceptualisation of AI Literacy: Theory
and Empirical Evidence

J 2024

University Students’ Conceptualisation of AI Literacy: Theory and Empirical Evidence

ČERNÝ, Michal

Základní údaje

Originální název

University Students’ Conceptualisation of AI Literacy: Theory and Empirical Evidence

Autoři

ČERNÝ, Michal

Vydání

Social Science, Basel, MDPI, 2024

Další údaje

Jazyk

angličtina

Typ výsledku

Článek v odborném periodiku

Obor

50301 Education, general; including training, pedagogy, didactics [and education systems]

Stát vydavatele

Švýcarsko

Utajení

není předmětem státního či obchodního tajemství

Odkazy

URL

Organizační jednotka

Filozofická fakulta

DOI

http://dx.doi.org/10.3390/socsci13030129

Klíčová slova anglicky

AI literacy; questionnaire; survey study; distributed mind; literacy; neural networks; social ethics; control; modernity; ecological paradigm

Příznaky

Mezinárodní význam, Recenzováno

Změněno: 3. 4. 2024 13:04, RNDr. Michal Černý, Ph.D.

Anotace

V originále

This research endeavours to systematically investigate the multifaceted domain of AI literacy, given the pervasive impact of artificial intelligence on diverse facets of contemporary human existence. The inquiry is motivated by a fundamental question posed to educators: how best to cultivate AI literacies and competencies and how these proficiencies are structured and influenced. Employing a rigorous two-part methodology, the initial phase scrutinises 28 studies from the SCOPUS database, unveiling five distinct discourses germane to AI literacy. Subsequently, the second phase involves the administration of questionnaires to 73 students, whose responses undergo thematic analysis to discern patterns within the four domains delineated by Ng et al. The ensuing discourse underscores a pivotal revelation: despite formal adherence to established discourses, the conceptualisation of AI literacy necessitates a departure from conventional perspectives. Ethical principles, elucidated by students, emerge not merely as individual components but as integral facets of a broader societal literacy profile, thereby advocating a paradigm shift towards social reflection. This novel insight prompts a critical re-evaluation of AI literacy’s prevailing assumptions and conceptual frameworks, urging a transition towards models grounded in ecological or network dynamic interactionist principles.

Citovat

ČERNÝ, Michal. University Students’ Conceptualisation of AI Literacy: Theory and Empirical Evidence. Online. Social Science. Basel: MDPI, 2024, roč. 13, č. 3, s. n/a, 26 s. Dostupné z: https://dx.doi.org/10.3390/socsci13030129.

@article{2391004,
   author = {Černý, Michal},
   article_location = {Basel},
   article_number = {3},
   doi = {http://dx.doi.org/10.3390/socsci13030129},
   keywords = {AI literacy; questionnaire; survey study; distributed mind; literacy; neural networks; social ethics; control; modernity; ecological paradigm},
   language = {eng},
   journal = {Social Science},
   title = {University Students’ Conceptualisation of AI Literacy: Theory and Empirical Evidence},
   url = {https://www.mdpi.com/2076-0760/13/3/129},
   volume = {13},
   year = {2024}
}

TY  - JOUR
ID  - 2391004
AU  - Černý, Michal
PY  - 2024
TI  - University Students’ Conceptualisation of AI Literacy: Theory and Empirical Evidence
JF  - Social Science
VL  - 13
IS  - 3
SP  - n/a
EP  - n/a
PB  - MDPI
KW  - AI literacy
KW  - questionnaire
KW  - survey study
KW  - distributed mind
KW  - literacy
KW  - neural networks
KW  - social ethics
KW  - control
KW  - modernity
KW  - ecological paradigm
UR  - https://www.mdpi.com/2076-0760/13/3/129
N2  - This research endeavours to systematically investigate the multifaceted domain of AI literacy, given the pervasive impact of artificial intelligence on diverse facets of contemporary human existence. The inquiry is motivated by a fundamental question posed to educators: how best to cultivate AI literacies and competencies and how these proficiencies are structured and influenced. Employing a rigorous two-part methodology, the initial phase scrutinises 28 studies from the SCOPUS database, unveiling five distinct discourses germane to AI literacy. Subsequently, the second phase involves the administration of questionnaires to 73 students, whose responses undergo thematic analysis to discern patterns within the four domains delineated by Ng et al. The ensuing discourse underscores a pivotal revelation: despite formal adherence to established discourses, the conceptualisation of AI literacy necessitates a departure from conventional perspectives. Ethical principles, elucidated by students, emerge not merely as individual components but as integral facets of a broader societal literacy profile, thereby advocating a paradigm shift towards social reflection. This novel insight prompts a critical re-evaluation of AI literacy’s prevailing assumptions and conceptual frameworks, urging a transition towards models grounded in ecological or network dynamic interactionist principles.
ER  -

ČERNÝ, Michal. University Students’ Conceptualisation of AI Literacy: Theory and Empirical Evidence. Online. \textit{Social Science}. Basel: MDPI, 2024, roč.~13, č.~3, s.~n/a, 26 s. Dostupné z: https://dx.doi.org/10.3390/socsci13030129.

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