What question did this study set out to answer?

This study aims to understand how students perceive and use generative AI tools, informing AI literacy instruction.

April 19, 2026Open Access

Learning from Student Perspectives on AI: Considerations for AI Literacy Instruction

Key Points

This study aims to understand how students perceive and use generative AI tools, informing AI literacy instruction.
Conducted focus groups with undergraduates at the University of North Carolina
Analyzed data using thematic analysis to identify key themes
Assessed findings against a definition of AI literacy
Students display a wide range of perceptions regarding generative AI tools
Emergent themes highlight both excitement and concern over AI use
Suggestions for enhancing critical AI literacy instruction are proposed

Abstract

As generative AI tools have rapidly developed and been made publicly available over the past two years, a growing body of literature is exploring how to define and teach AI literacy, as well as how students view and use generative AI. This study builds on this work and explores students’ use, perception, and evaluation of generative AI tools via focus groups with undergraduates from the University of North Carolina, Chapel Hill. The data was coded and analyzed thematically, and the findings extend our understanding of student perspectives on generative AI. The results are assessed against a definition of AI literacy, and suggestions for future directions in library instruction on critical AI literacy are offered.

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