Exploratory study investigates AI literacy and experiences with AI tools in students, indicating gender differences and the need for curricula improvements.
AI literacy is an emerging research topic, as various AI tools have become embedded in our everyday lives, particularly in the school context. The purposes of this exploratory study are twofold: 1) to investigate high school students’ AI literacy and 2) to explore their experiences using AI tools in the context of coursework. A mixed‐methods approach was employed, combining a survey questionnaire with interviews and information world mapping visual‐elicitation method. The findings indicate that students generally perceived themselves as having a basic understanding of AI and expressed confidence in using AI tools. However, many still relied on human sources, such as peers, to learn how to apply AI in coursework. Notably, gender differences in AI literacy were also observed. These preliminary findings highlight the need for formal AI education and course development in high schools, which may have implications for educators in designing future AI curricula.
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Huang et al. (2025) studied this question.
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