article · Frontiers in Communication
Artificial intelligence literacy forms an essential component of broader media and information literacy for societal advancement. A survey of 1,800 university students across four Asian and African countries evaluated cross-border literacy levels. The investigation identified clear disparities shaped by nationality, scientific specialisation, and academic degree, whereas age and gender did not display notable impacts. Among the sampled cohorts, Malaysian students achieved significantly higher scores on the assessment scale than participants from the other nations. Variations in demographic and academic backgrounds directly shaped student perceptions of artificial intelligence and their willingness to adopt it. Nationality and academic degree emerged as the primary determinants of literacy and usage inclinations, with field of study following closely. Addressing these variations requires evaluating specific literacy dimensions, testing further intervening factors, and refining measurement tools across broader societal groups.
Artificial intelligence literacy is increasingly viewed as an essential digital competence and a prerequisite for societal progress. Understanding how educational background and geography shape student readiness helps academic institutions and policymakers design targeted training programmes. Identifying baseline disparities ensures that initiatives can address uneven access, enabling diverse student populations across different regions to engage effectively with emerging technologies.
This early-stage research provides baseline survey data rather than a commercial product. The findings could inform curriculum designers and educational technology developers seeking to create tailored AI literacy assessments and training platforms for universities. However, the abstract indicates an early research phase focused on scale refinement and demographic evaluation, with no direct commercial deployment pathway described.
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Artificial intelligence (AI) literacy is a crucial aspect of media and information literacy (MIL), regarded not only as a human right but also as a fundamental requirement for societal advancement and stability. This study aimed to provide a comprehensive, cross-border perspective on AI literacy levels by surveying 1,800 university students from four Asian and African nations. The findings revealed significant disparities in AI literacy levels based on nationality, scientific specialization, and academic degrees, while age and gender did not show notable impacts. Malaysian participants scored significantly higher on the AI literacy scale than individuals from other countries. The results indicated that various demographic and academic factors influenced respondents’ perceptions of AI and their inclination to utilize it. Nationality and academic degree were identified as the most influential factors, followed by scientific specialization, with age and gender exerting a lesser influence. The study highlights the necessity of focusing research efforts on the detailed dimensions of the AI literacy scale and examining the effects of previously untested intervening variables. Additionally, it advocates for assessing AI literacy levels across different societal segments and developing the appropriate measurements.
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DOI: 10.3389/fcomm.2024.1478476
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