University Students’ Conceptualisation of AI Literacy : Theory and Empirical Evidence
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14210%2F24%3A00135762" target="_blank" >RIV/00216224:14210/24:00135762 - isvavai.cz</a>
Result on the web
<a href="https://www.mdpi.com/2076-0760/13/3/129" target="_blank" >https://www.mdpi.com/2076-0760/13/3/129</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.3390/socsci13030129" target="_blank" >10.3390/socsci13030129</a>
Alternative languages
Result language
angličtina
Original language name
University Students’ Conceptualisation of AI Literacy : Theory and Empirical Evidence
Original language description
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.
Czech name
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Czech description
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Classification
Type
J<sub>imp</sub> - Article in a specialist periodical, which is included in the Web of Science database
CEP classification
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OECD FORD branch
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Result continuities
Project
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Continuities
S - Specificky vyzkum na vysokych skolach
Others
Publication year
2024
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Name of the periodical
Social Sciences
ISSN
2076-0760
e-ISSN
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Volume of the periodical
13
Issue of the periodical within the volume
3
Country of publishing house
CH - SWITZERLAND
Number of pages
26
Pages from-to
1-26
UT code for WoS article
001192911600001
EID of the result in the Scopus database
2-s2.0-85189180665