What shapes students’ AI literacy? Investigating digital competence, student background, and GenAI use in higher education

Document Type

Article

Source of Publication

Education and Information Technologies

Publication Date

11-3-2025

Abstract

This study investigates the relationships between digital competence, Generative AI (GenAI) usage, students’ personal background characteristics and AI literacy among undergraduate students in the United Arab Emirates (UAE). As AI becomes increasingly integrated into higher education, understanding how students develop the skills to use these tools responsibly and effectively is critical. Drawing on validated instruments, the Student Digital Competence Scale (SDiCoS) and Artificial Intelligence Literacy Scale (AILS), data were collected from 186 undergraduate students and analyzed using factor analysis, structural equation modeling, ANOVA, and hierarchical regression. Findings revealed a strong positive relationship between digital competence and AI literacy with digital evaluation skills emerging as the strongest predictor. Frequency of GenAI use was significantly associated with both digital competence and AI literacy. Student background characteristics, including academic performance (CGPA), type of high school attended (private international vs. public), and parental education levels, significantly influenced the relationship. Specifically, academic performance positively contributed to both digital competence and AI literacy, while educational background variables moderated the relationship between the two. Additionally, digital competence significantly predicted GenAI usage frequency, whereas AI literacy did not. These results highlight the foundational role of digital competence in supporting students’ AI literacy and underscore the value of experiential learning. Practical implications include integrating AI ethics, critical evaluation, and hands-on AI engagement into digital literacy curricula. The study contributes to ongoing global discussions on AI in education, offering insights for curriculum development, institutional strategy, and equitable access to emerging technologies in higher education.

ISSN

1360-2357

Publisher

Springer Science and Business Media LLC

Disciplines

Education

Keywords

AI literacy, Digital competence, Generative AI, Higher education, Student background, UAE

Scopus ID

105020881069

Indexed in Scopus

yes

Open Access

no

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