Perceived AI and Digital Literacy for Learning among University Students

Abstract

As digital technologies and artificial intelligence (AI) become more embedded in higher education, there is still limited empirical evidence on how students perceive their own AI and digital literacy in learning contexts. This study explores university students’ perceived AI and digital literacy using survey data collected from 118 undergraduates at a university in Seoul, Korea. The instrument focused on students’ self-reported competence in using digital tools and AI-supported resources for academic purposes. The findings show that students generally reported moderate to relatively high levels of AI and digital literacy. They expressed greater confidence in tasks such as document creation and information gathering, while reporting comparatively lower confidence in areas such as advanced search strategies and the use of digital content creation tools. No statistically significant differences were identified by gender or academic year, although slight variations appeared in specific skills. Overall, the results suggest that students are comfortable with routine uses of digital technologies but may require further support in developing more advanced and critical digital skills. These findings point to the importance of providing structured learning opportunities to strengthen higher-order AI and digital literacy in higher education settings.