Assessing the AI Literacy in Higher Education: A Comparative Study
DOI:
https://doi.org/10.64169/dje.213Keywords:
Artificial Intelligence, AI Literacy, Higher Education, Comparative Analysis, Faculty–Student Comparison, Philippines, AI EthicsAbstract
In an era defined by pervasive artificial intelligence (AI), cultivating AI literacy is a fundamental imperative for equitable participation in society. In the Philippines, the gradual adoption of AI in higher education has outpaced institutional management, leaving universities vulnerable to ethical risks and diminished critical thinking. This research addresses a critical gap in comparative empirical data on AI literacy levels among faculty and learners at a private higher education institution in Balingasag. Utilising a quantitative, comparative research design, the study analysed the AI literacy of faculty and first-year students across nine dimensions. Results indicate that students achieve a higher overall literacy level, categorised as "Proficient Engagement" (6.05), compared to teachers, who maintain a "Conceptual Understanding" (4.43). Students excel in persuasion literacy, whereas teachers demonstrate their highest competence in AI ethics. Furthermore, a gap exists between theoretical awareness and practical application for both groups, evidenced by the lowest scores occurring in "Create AI" for students and "Learning with AI" for teachers. The study concludes that differentiated literacy enhancement programs and structured institutional policies are urgently needed to bridge these specific disparities and foster an ethically grounded mastery of AI.
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Copyright (c) 2026 Harley Galindo Alangan, Janelle Daayata Saludo, Rina Lorraine Cagas Aboc
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