Monash University
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The AI Literacy Framework for Higher Education: A Grounded Theory Exploration of the Foundational, Social, Conceptual, Ethical, and Affective Domains of AI Literacy

Version 2 2024-06-06, 01:47
Version 1 2024-06-04, 08:36
journal contribution
posted on 2024-06-06, 01:47 authored by Lynette PretoriusLynette Pretorius, Basil Cahusac de Caux

The paper investigates the experiences of two higher education lecturers as they adapted to the emergence of generative artificial intelligence (AI) over the past two years. To explore their experiences, the authors employed a grounded theory approach combined with collaborative autoethnography. This methodology allowed for an in-depth analysis of their personal journeys with AI. The findings revealed a significant transformation in the lecturers’ engagement with AI. Initially, the lecturers engaged with AI in a limited capacity, gradually discovering its potential to enhance their teaching practices at both undergraduate and postgraduate levels. Their journey led them to become advocates for AI literacy, integrating it into both their teaching and research. This integration spanned various levels of higher education, demonstrating AI’s versatility and effectiveness in diverse educational contexts. Through their evolving engagement with AI, the lecturers identified five key domains essential for AI literacy in higher education. The paper concludes by proposing the AI literacy framework for higher education, encompassing the foundational, social, conceptual, ethical, and affective domains. This framework aims to prepare educators and students to navigate the evolving landscape of AI with confidence and responsibility.