The rapid public adoption of generative artificial intelligence (AI) has intensified the need for AI literacy education among non-specialist adult learners. This classroom-based, action research-informed case study investigates how a collaborative reading-centered business communication course supported the development of AI literacy among multilingual MBA students at a private university in Korea. The course engaged students in collaborative reading and discussion of AI-related research and professional texts to foster AI literacy. Data sources included a post-course survey (n = 18) examining students’ perceptions of collaborative reading and written reflection logs documenting students’ learning experiences. Survey results indicated strongly positive perceptions of collaborative reading as a strategy for enhancing AI understanding and academic and professional preparation. Thematic analysis of reflection logs revealed three interrelated themes: students’ recognition of AI as a transformative societal force, the reframing of AI as a cooperative partner rather than a replacement for human expertise, and heightened awareness of human agency and responsibility in AI engagement. Together, the findings suggest that collaborative reading, implemented through classroom-based action research, can function as an effective pedagogical approach for fostering foundational and reflective dimensions of AI literacy among multilingual graduate students. The study highlights the value of action research for optimizing AI literacy course design tailored to specific learner populations and underscores the potential of collaborative reading-based AI literacy instruction as a viable general education practice.
YiBoon Chang (Sat,) studied this question.
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