arXiv:2606. 14718v1 Announce Type: cross Abstract: As Artificial Intelligence (AI) literacy initiatives expand in K-12 settings, understanding how gender shapes student baseline perceptions, tool-use, and responsiveness to interventions is essential for equitable curriculum design.
arXiv:2606. 00038v1 Announce Type: cross Abstract: Artificial intelligence (AI) literacy is increasingly recognized as a foundational competency for all university graduates.
arXiv:2608. 16896v1 Announce Type: cross Abstract: This paper presents the design and outcomes of a seven-weekend AI storytelling program developed for Black girls aged 10-12.
arXiv:2607. 05411v1 Announce Type: cross Abstract: Higher education institutions are increasingly expected to ensure that both students and staff develop Generative AI (GenAI) literacies.
arXiv:2608. 16910v1 Announce Type: cross Abstract: National AI strategies increasingly guide governance, workforce development, innovation, and competitiveness, but less is known about how they frame education as a sector with pedagogical, cultural, ethical, and implementation demands.
arXiv:2606. 24104v1 Announce Type: cross Abstract: Generative artificial intelligence(GenAI) is reshaping learning in higher education, with particularly pronounced implications for the humanities and social sciences(HSS), where learning outcomes are commonly expressed through written and interpretive forms that align closely with GenAI's capabilities.
arXiv:2602. 09907v2 Announce Type: replace-cross Abstract: College students increasingly use AI chatbots to support academic reading, yet we lack granular understanding of how these interactions shape their reading experience and cognitive engagement.
arXiv:2608. 07475v1 Announce Type: cross Abstract: Generative Artificial Intelligence (GenAI) presents a governance challenge for STEM assessment.
arXiv:2607. 05412v1 Announce Type: cross Abstract: STEM education faces challenges in personalization and interdisciplinary integration.
arXiv:2602. 09907v3 Announce Type: replace-cross Abstract: College students increasingly use AI chatbots to support academic reading, yet we lack granular understanding of how these interactions shape their reading experience and cognitive engagement.
arXiv:2505. 00100v2 Announce Type: replace-cross Abstract: Background and Context.
arXiv:2607. 11314v1 Announce Type: cross Abstract: The promise of AI literacy ``for all'' confronts a structural challenge embedded in how nations organise secondary computer science education.
arXiv:2606. 28749v1 Announce Type: cross Abstract: Although most undergraduates now use large language models (LLMs), a form of generative artificial intelligence (GenAI) for academic writing, no validated method distinguishes the qualitatively different ways students rely on them.