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

ČERNÝ, Michal. University Students’ Conceptualisation of AI Literacy: Theory and Empirical Evidence. Online. Social Science. Basel: MDPI, 2024, vol. 13, No 3, p. n/a, 26 pp. Available from: https://dx.doi.org/10.3390/socsci13030129.

Basic information

• Original name: University Students’ Conceptualisation of AI Literacy: Theory and Empirical Evidence
• Authors: ČERNÝ, Michal.
• Edition: Social Science, Basel, MDPI, 2024.

Other information

• Original language: English
• Type of outcome: Article in a journal
• Field of Study: 50301 Education, general; including training, pedagogy, didactics [and education systems]
• Country of publisher: Switzerland
• Confidentiality degree: is not subject to a state or trade secret
• WWW: URL
• Organization unit: Faculty of Arts
• Doi: http://dx.doi.org/10.3390/socsci13030129
• Keywords in English: AI literacy; questionnaire; survey study; distributed mind; literacy; neural networks; social ethics; control; modernity; ecological paradigm
• Tags: International impact, Reviewed

Abstract

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.