From artificial intelligence literacy to performance: the mediating role of teamwork processes in business education

This study examines how artificial intelligence (AI) literacy influences individual performance in collaborative learning environments through teamwork processes. Drawing on the input–process–output (IPO) framework, AI literacy is modeled as an individual-level input that influences teamwork processes and, in turn, performance outcomes. AI literacy comprises two dimensions: AI knowledge and AI application. AI knowledge reflects an understanding of AI systems, capabilities, limitations, and ethical considerations, whereas AI application reflects the ability to apply AI tools effectively in academic and collaborative contexts. Data were collected from 529 undergraduate business students participating in team-based projects. The results show that AI application has stronger and more consistent associations with teamwork processes than AI knowledge, particularly through communication. Teamwork processes partially mediate the relationship between AI literacy and performance, with communication and interaction serving as the primary pathways. Overall, AI literacy contributes to performance through both direct and indirect pathways. By extending the IPO framework to AI literacy, this study explains how individual AI-related capabilities contribute to performance through teamwork processes and provides practical guidance for designing AI-integrated business education.