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.
This paper reports on a seven‑weekend AI storytelling program for Black girls aged 10‑12 that blends Afrofuturism and Black feminist thought with AI‑enabled counter‑storytelling. Participants brainstormed AI topics, crafted characters and plots, and presented collaborative stories, developing core AI literacies such as prompt engineering, bias critique, and data‑privacy awareness. The study found that the girls produced Afrofuturist narratives grounded in their identities and everyday experiences, demonstrating the program’s effectiveness in engaging them in computer science education.
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.
The article applies an Education-Centered AI Policy Framework to Ghana’s National Artificial Intelligence Strategy 2025‑2035, examining six key components such as teacher agency, curriculum, and responsible AI. It finds the strategy ambitious in promoting AI literacy, youth skills, and rural outreach, yet it falls short on school‑level implementation, teacher preparation, and culturally responsive pedagogy. The authors highlight concerns about transparency, coherence, and the need for a sector‑specific policy that links workforce readiness with classroom practice and learner protection.
arXiv:2608.21391v1 Announce Type: cross Abstract: In this research-to-practice paper we present a survey that can be used to assess students' AI knowledge. As the use of artificial intelligence (AI),...
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.
The study investigates how generative AI (GenAI) affects student learning in AI-related courses, using survey data from 118 students across 12 courses. Four distinct user clusters were identified—high-use, light-use, and two moderate-use groups—each showing varying benefits and reliance patterns. The research highlights that early reliance, evaluation literacy, and instructor policies significantly influence perceived academic benefits and negative impacts, underscoring the need for institutional policies to address inequities in AI use.
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.