Investigating Higher Education Students’ AI literacy A case study of Mohamed First University

Abstract

Technological advances, particularly in artificial intelligence (AI), are reshaping literacy beyond traditional reading and writing, which requires new skills and competencies as well as the adoption of new standards and approaches in education. This study examines AI literacy among students at Mohammed I University (UMP), drawing on a broad perspective and guided by a four-pillar framework - knowing and understanding, using and applying, evaluating and creating with, and addressing the ethical issues surrounding AI. Employing a quantitative research design, the study collects data through a survey. The findings, in turn, indicate that students demonstrate strong accessibility to AI-powered tools and increasing interest in their applications. However, concerns emerged regarding limited conceptual knowledge, misuse of AI for unethical purposes, overdependence, and insufficient awareness of issues such as bias, job displacement, and privacy. These results underline the need for integrating AI literacy into higher educational practices, with a focus on critical thinking and ethical use.