Beyond Digital Natives: Examining Artificial Intelligence Literacy, Digital Proficiency and Academic Engagement among Generation Z in Universities

Abstract

The study was an attempt to understand the concept of being able to be literate about artificial intelligence (AI), digital skilled and dedicated to their studies in a digital revolution influencing Universities. The study employed a quantitative design with data collection done using a structured questionnaire being administered to the undergraduate students from various disciplines. The instrument measured 3 variables measured on a 5 point like Rt scale of varying degrees of AI literacy, digital skills and academic involvement, where descriptive and inferential statistics could be used. It was found that students exhibited a high overall AI literacy, but level of AI literacy differed across students, particularly knowledge about the ethical aspects and limitations of AI, understanding how algorithms work, and knowledge about applying AI tools within an academic context. We found a positive association between collaborative learning and online learning abilities with academic engagement, and between a lack of students' AI literacy skills with their ability to critically assess and use AI tools in their academic studies. Differences also happened across disciplines; students' attainment in AI literacy proved to be more for CS department than that of SS and Humanities department. The findings reiterate that it is not the same thing to be proficient with the digital tool and to be successful at academic involvement but rather speaking the language of AI becomes a critical component to academic engagement. The study advances the discussion of educational change by emphasizing the need to integrate the knowledge of AI into educational practices and educating Generation Z pupils to handle the academic and employment environment that is growing increasingly anchored in intelligent technologies.