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.
arXiv:2607. 14301v1 Announce Type: new Abstract: As generative AI (GenAI) becomes increasingly embedded in undergraduate academic writing, how students rely on these tools, rather than simply whether they use them, has become a central question for learning, academic integrity, and educational equity.
arXiv:2606. 00250v1 Announce Type: cross Abstract: Investigating the degree to which large language models (LLMs) affect teaching and learning in universities can help identify strategies for integrating LLMs in a way that supports, rather than undermines, student learning outcomes.
arXiv:2606. 13734v1 Announce Type: new Abstract: Recent evidence reported by Tully, Longoni, and Appel (2025) suggests that lower artificial intelligence (AI) literacy predicts greater receptivity toward AI.
arXiv:2606. 00038v1 Announce Type: cross Abstract: Artificial intelligence (AI) literacy is increasingly recognized as a foundational competency for all university graduates.
arXiv:2603. 04982v3 Announce Type: replace-cross Abstract: Can targeted user training unlock the productive potential of generative artificial intelligence in professional settings?
arXiv:2605. 21629v2 Announce Type: replace-cross Abstract: How much have students' ordinary learning processes shifted in response to generative AI, and how does that affect their durable learning outcomes?
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:2505. 00100v2 Announce Type: replace-cross Abstract: Background and Context.
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.
Generative artificial intelligence (GenAI) has entered classrooms faster than teachers have been prepared to use it well, producing a GenAI literacy lag in which technological diffusion outpaces educators' conceptual, pedagogical, and ethical readiness. Established AI literacy frameworks predate the widespread adoption of large language models and, while acknowledging ethics, position it as a discrete competency rather than a constitutive commitment, with equity and agency as supplementary design principles.
arXiv:2512. 12413v2 Announce Type: replace Abstract: Generative AI tools are increasingly embedded in everyday work and learning, yet their fluency, opacity, and propensity to hallucinate mean that users must critically evaluate AI outputs rather than accept them at face value.
arXiv:2604. 01114v3 Announce Type: replace-cross Abstract: As generative AI systems are integrated into educational settings, students often encounter AI-generated output while working through learning tasks, either by requesting help or through integrated tools.