From Basic Knowledge to Ethics of Artificial Intelligence: An Exploration of AI Literacy at Payame Noor University of Mashhad

Document Type : Research Paper

Authors

1 Associate Professor, Department of Knowledge and Information Science, Payame Noor University, Tehran, Iran.

2 Ph.D student, Department of Information Science and Knowledge, Information Retrieval Major - Payam Noor University, Tehran, Iran

Abstract

The present study aimed to examine the various dimensions of artificial intelligence (AI) literacy among graduate students at Payame Noor University, Mashhad. The statistical population included 788 students, of whom 260 were selected through simple random sampling. Data were collected using a researcher-made 36-item questionnaire covering six components: "awareness and foundational knowledge," "practical skills," "interdisciplinary literacy," "ethics and challenges," "continuous learning," and "influence and emotion management," with a five-point Likert scale ranging from "very low" to "very high." The validity and reliability of the instrument were confirmed by experts and a Cronbach's alpha of 0.948.
Findings indicated that the overall AI literacy level of students was in the "above average" range. The highest scores were observed in the "influence and emotion management" component, while the lowest were in "practical skills," highlighting a gap between theoretical knowledge and practical capabilities. Comparative analyses by gender and academic degree revealed that male and doctoral students scored higher in most components compared to female and master's students, although no significant difference was found in practical skills, emphasizing the need for targeted practical training programs.
This study provides a comprehensive and multidimensional overview of AI literacy, identifies differences by gender and academic level, and underscores the importance of practical education and structured program planning to enhance students' applied competencies. These findings can inform educational policy-making and improve university training programs.

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History

  • Receive Date: 12 October 2025
  • Revise Date: 24 November 2025
  • Accept Date: 09 December 2025
  • First Publish Date: 08 January 2026

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