Artificial Intelligence Literacy and Learning Readiness among University Students
DOI:
https://doi.org/10.63345/Keywords:
Artificial Intelligence Literacy, Learning Readiness, University Students, Generative AI, Machine Learning, Digital LearningAbstract
Artificial intelligence (AI) is increasingly embedded in university learning environments, yet students differ substantially in their capacity to understand, evaluate, and responsibly employ AI-supported systems. This study investigates the relationship between AI literacy and learning readiness among university students, conceptualizing AI literacy as a multidimensional capability rather than simple familiarity with generative AI tools. A distinctive research gap is identified in the limited empirical integration of objective AI knowledge, critical evaluation competence, ethical awareness, and human–AI task judgment with students' readiness for autonomous and digitally mediated learning. The study proposes a hybrid analytical framework in which psychometric measures are combined with behavioral AI-literacy tasks and machine-learning prediction of learning-readiness profiles. Particular attention is given to whether students who can critically verify AI-generated information exhibit stronger self-regulation, adaptive learning confidence, and readiness to engage with AI-supported university instruction. The proposed framework further examines whether disciplinary background, prior AI exposure, and frequency of generative-AI use produce systematic differences in the AI literacy–readiness relationship.
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