This study describes a short-term project designed for students to develop important skills needed for artificial intelligence (AI) literacy and to understand how the concepts of AI literacy may be viewed in different countries.
This mixed-methods study sets out to investigate students’ perceptions on the use of AI-generated communication in the workplace, particularly the use of ChatGPT for business communication. We discuss student responses to questions regarding AI-generated business communication according to the diamond model of AI literacy.
This study’s findings reflect students’ awareness of the use of AI at their workplace, their perceptions of the benefits and challenges of AI-generated business communication, as well as their perceived need for institutionalizing policies at their respective companies. The study reports on potential differences in cultural attitudes regarding generative AI.
This study involved a project with a limited sample. It involved students in the United States of America, Germany and India and was replicated. Despite the sample size, we feel it has relevance for underlining opportunities for AI literacy skills in higher education (HE) institutions, especially in terms of heightening awareness of cultural appropriateness, sensitivity towards data privacy needs and developing students' intercultural communication skills.
The following study addresses the need for institutions of HE to develop students’ AI literacy, including how concepts of AI literacy may be viewed differently and how AI-generated business communication must be adapted to suit diverse environments. The study encourages instructors to incorporate AI tools in their curricula by illustrating one best use-case for developing students’ abilities to utilize this technology for professional business communication.
