Aug 2026· Journal of Intelligent Decision Making and Information Science· 0 citations· 21 references
TL;DR
It is argued that Indonesian public universities are well positioned to operationalize this bridge through curriculum-embedded AI literacy modules, lecturer digital-competence development, and institutional policy anchored in Pancasila values of responsible, collective knowledge use.
Abstract
Introduction: The rapid diffusion of artificial intelligence (AI) tools into higher education has reshaped how students search, process, and produce knowledge, yet universities in decentralized regions of Indonesia continue to debate whether these tools strengthen or erode the digital competence and digital literacy that underpin responsible learning. Objective: This conceptual paper examines how AI-mediated learning can be understood as a bridge, rather than a substitute, between students’ digital competence and their digital literacy, and proposes an integrative framework for higher education contexts such as South Sulawesi, Indonesia. Methodology: Adopting a narrative and conceptual review approach, the paper synthesizes peer-reviewed literature published between 2020 and 2026 on AI in learning, digital competence frameworks (including DigCompEdu and related models), and digital literacy scholarship, triangulating these strands with recent Indonesian empirical studies on AI adoption in higher education. Results: The synthesis indicates that AI functions as a bridging mechanism when its use is scaffolded by explicit competence-building and critical literacy practices, but functions as a displacement mechanism when adopted without pedagogical structure, producing convenience without comprehension. Four bridging pathways are identified: procedural scaffolding, critical verification, reflective self-regulation, and ethical co-authorship. Discussion and Conclusions: The paper argues that Indonesian public universities, illustrated through the higher education landscape of South Sulawesi, are well positioned to operationalize this bridge through curriculum-embedded AI literacy modules, lecturer digital-competence development, and institutional policy anchored in Pancasila values of responsible, collective knowledge use. The proposed AI-Bridged Digital Competence and Literacy (ABDCL) framework offers a conceptual tool for future empirical validation rather than a report of field data.
Artificial Intelligence (AI) is increasingly reshaping higher education by supporting communication, learning, and digital literacy development. This qualitative study explores how AI tools influence communication competence and digital literacy among university students in Bangladesh. Data were collected from 56 students through semi-structured online questionnaires, classroom observations, and post-observation reflective discussions. Thematic analysis shows that AI tools such as ChatGPT, Grammarly, translation applications, and AI-supported learning platforms help students improve grammatical accuracy, vocabulary use, clarity of expression, academic writing, and communication confidence. The findings also indicate that AI encourages self-directed learning and strengthens students’ ability to navigate digital platforms and solve academic problems. However, the study identifies challenges related to digital inequality, data privacy, algorithmic bias, academic integrity, and over-reliance on AI-generated content. The study concludes that AI can enhance communication competence and digital literacy when used as a complementary educational tool supported by ethical guidelines, faculty training, and equitable access.
M. Hasan· Global Journal of Management...· 0 citations
An AI-Mediated Learning Culture Framework is proposed that maps the interrelationships between technological affordances, academic practices, and learner agency and offers directions for empirical research and supports higher education institutions in designing AI-responsive learning environments.
Rachmat Satria· IQRO Journal of Islamic Educ...· 0 citations
It is proposed that mathematical literacy in the AI era should extend beyond traditional competencies to include the ability to critically evaluate AI-generated outputs, identify algorithmic limitations, and use AI responsibly a construct this review tentatively terms Mathematical AI Literacy.
Andi Mangaraja, D. Hasibuan, Ramadhan Herianto et al.· Mathline : Jurnal Matematika...· 0 citations
This paper conceptualizes AI literacy as an extension rather than a replacement of information literacy and argues that academic libraries are uniquely positioned to mediate this transition due to their longstanding expertise in critical inquiry, ethical information use, and learner-centered pedagogy.
Vafa Mammadova· Proceedings of the Internati...· 0 citations
Artificial intelligence (AI) is reshaping digital learning environments across higher education, medical training, and K-12 contexts, yet the field lacks a unifying conceptual account linking learner psychology, institutional readiness, and sustainability-oriented outcomes. This systematic literature review (SLR) synthesizes 29 peer-reviewed and conceptual papers spanning AI literacy, AI anxiety, self-regulated learning (SRL), human-AI delegation, algorithmic transparency, and AI-driven institutional transformation. Using a PRISMA-informed selection process, studies were screened for empirical or conceptual relevance to AI in digital learning, yielding a final corpus analyzed for research gaps, objectives, methodological design, data collection approach, and key findings. Results indicate that AI literacy and perceived opportunities consistently predict acceptance and adoption, that anxiety and trust/transparency perceptions act as critical psychological mediators, and that sustainability and organizational-culture factors increasingly shape institutional AI adoption beyond the individual learner level. The review proposes an integrated conceptual framework connecting antecedents (AI literacy, perceived opportunities/challenges, institutional readiness), mediating psychological processes (anxiety, needs satisfaction, trust), and outcomes (acceptance, SRL, work engagement, sustainable innovation). Gaps remain in cross-cultural validation, longitudinal and experimental designs, and integrated governance frameworks, pointing to a research agenda relevant to dissertation work at the intersection of AI, education, and behavioral science.
Bhawna· EPRA International Journal o...· 0 citations
The rapid expansion of Generative Artificial Intelligence (GenAI) has been reshaping teaching, learning, and knowledge production practices, creating new challenges for teacher education in Basic Education. In this context, Artificial Intelligence (AI) literacy has emerged as an essential competency for educators to use these technologies in a critical, ethical, and pedagogically meaningful manner. This study aims to analyze the contributions of the specialized literature to the understanding of AI literacy as a foundational dimension of teacher education in Basic Education. This is a qualitative study developed through an analytical-interpretative literature review based on national and international publications recognized as key references in the contemporary debate on Artificial Intelligence, education, teacher education, media literacy, critical thinking, and digital ethics. The analysis of the selected studies revealed a broad consensus regarding the potential of AI to support personalized learning, instructional planning, the development of educational resources, and pedagogical innovation, provided that its use is guided by pedagogical intentionality and effective teacher mediation. Conversely, the literature highlights challenges related to intellectual authorship, algorithmic bias, information reliability, personal data protection, academic integrity, and the lack of public policies aimed at continuing teacher professional development. As its main theoretical contribution, this study proposes understanding AI literacy as a multidimensional construct organized into five interdependent dimensions: conceptual, pedagogical, ethical, critical, and professional development. It concludes that consolidating AI literacy is a strategic prerequisite for enabling teachers to act autonomously, responsibly, and reflectively in educational contexts increasingly mediated by intelligent systems, thereby strengthening pedagogical practices committed to human development, digital citizenship, and educational innovation.
Swanson Abreu Saraiva Santos, Cecília Lima Corrêa de Oliveira, Alcino Franco de Moura Júnior· Revista de Estudos Interdisc...· 0 citations