The objective of this study is to evaluate Artificial Intelligence literacy in university students who are taking or have taken statistics courses at the Technical University of Manabí, Ecuador. The research is classified as quantitative, descriptive and cross-sectional, and employs a validated questionnaire encompassing four key dimensions: affective, behavioral, cognitive and ethical learning. A sample of 576 students was selected through the use of non-probabilistic convenience sampling. The reliability analysis showed that Cronbach's alpha and McDonald's omega had high values for all the dimensions and sub-dimensions of the questionnaire, indicating high internal consistency. Statistical analyses revealed that there were no significant differences in the AI literacy of students of different genders and study modalities. Finally, significant differences were found with respect to age group and academic semester, demonstrating the importance of experience and academic progression in the development of AI competencies. The results highlight the need for a comprehensive and progressive educational approach that encompasses all dimensions of AI learning to adequately prepare students for the challenges and opportunities in this emerging field of human learning.
Verduga-Alcívar et al. (Wed,) studied this question.