Aligning the Operationalization of Digital Competences with Perceived AI Literacy

The Case of HE Students in IT Engineering and Teacher Education

Bibliographic Data

ID22048265
AuthorsVeljko Aleksić (0000-0003-2337-1288, University of Kragujevac), Milinko Mandić (University of Novi Sad, corresponding author), Mirjana Ivanović (0000-0003-1946-0384, University of Novi Sad)
Year2025
Volume15
Issue12
Pages1582
Publication date2025-11-24
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEducation Sciences (JOURNAL)
Journal identifiersISSN: 2227-7102 • E-ISSN: 2227-7102
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci15121582
OpenAlexW4416593014
LanguageEN
References cited39

The paper presents research and preliminary findings aimed at improving curricula so that digital competencies are aligned with the required Artificial Intelligence (AI) literacy. The research was conducted at the Faculty of Technical Sciences in Čačak, University of Kragujevac (Serbia). The participants in the research were future computer science teachers and IT engineering students. The research tool for self-evaluation of AI literacy was a questionnaire based on the Serbian version of the AILS (Artificial Intelligence Literacy Scale), while digital competencies, based on the DigComp framework, were determined by objective testing. The research took into account the socioeconomic status of the students, demographic characteristics, and English language proficiency. Preliminary results indicated the persistence of significant relationships between certain digital competencies (such as programming, digital signal processing, and creative thinking) and all four constructs of AI literacy. The research findings highlight the impact of AI literacy on data analysis performance and problem solving

Computer literacy · Curriculum · Digital Literacy · Literacy · Operationalization · Serbian · Socioeconomic status · Digital literacy in education · Gender and Technology in Education · Teaching and Learning Programming

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