Validation of the University of Florida AI Literacy Model for IT Skill Development in Saudi Higher Education

ABSTRACT Background Artificial intelligence (AI) literacy is increasingly essential in higher education for developing digital competencies, but its impact on IT skill acquisition remains underexplored in Arab contexts. Objectives To evaluate the effectiveness of the University of Florida (UF) AI Literacy Model in enhancing IT competencies among Saudi university students, aligning with Vision 2030's digital transformation goals, and to examine factors influencing skill retention and practical application. Methods In a randomized control‐group design, 60 students aged 18–22 were assigned to either the experimental group, which completed a 10‐session AI literacy intervention, or the control group, which followed traditional IT instruction. Pre‐ and post‐intervention achievement tests measured proficiency in navigation, file management, system customization, and troubleshooting. The mixed‐methods approach also incorporated surveys, interviews, and machine learning classifiers to analyse outcomes. Results The experimental group exhibited significantly greater improvements in IT skills, with large effect sizes. Machine learning analyses identified attendance and regular tool usage as key predictors of success. High‐engagement learners showed strong retention, with performance gains aligning with DigComp 2.2 standards. However, students' ethical awareness remained limited, with only 30% spontaneously raising privacy concerns. Conclusions This study provides the first empirical validation of the UF AI Literacy Model in an Arab higher‐education context. It offers evidence of both effectiveness and skill retention conditions, providing implementation insights for Gulf state educational contexts. Curricula should include regular AI tool practice and explicitly assess ethics (privacy, bias, and transparency). Institutions should implement graded ethical checkpoints to foster digital fluency and workforce readiness.