This study aims to assess university students’ proficiency across the four measured core constructs of artificial intelligence (AI) literacy, specifically to understand awareness, usage, evaluation and ethics. It also enlists their choices of frequently used AI tools.
A cross-sectional survey approach was used to assess the university students’ AI literacy. A structured questionnaire was adopted and data were collected from 733 university students enrolled in five major academic disciplines.
The findings revealed that university students had a moderate level of AI literacy, with no significant differences by program level or gender. However, statistically significant differences were found across academic disciplines, with students from the computer and technology discipline demonstrating a higher level of AI literacy.
This study offers unique insights into AI literacy among university students, focusing on their ability to understand, evaluate and engage responsibly with AI technologies from a developing country’ perspective. The findings contribute to shaping educational strategies and policies that strengthen these essential skills, enabling students to adapt to technological changes and make informed decisions. Moreover, the study emphasizes the importance of cultivating ethical awareness and integrating AI literacy across disciplines to prepare learners for active participation in an AI-driven society.
