AI Literacy among Higher Education Students: Evidence from Odisha, India

Abstract

Artificial intelligence (AI) has become an increasingly influential component of contemporary educational environments, creating the need for students to develop competencies related to understanding, using, and critically engaging with AI technologies. In this context, the present study examined the level of AI literacy among higher education students in Odisha and explored differences in AI literacy across selected demographic variables. The study adopted a quantitative approach using a descriptive survey design. A total of 218 undergraduate and postgraduate students from different academic streams participated in the study through convenience sampling. Data were collected using a structured AI Literacy Scale consisting of five dimensions: AI Identification, AI Understanding, AI Uses, AI Application, and AI Creation. Descriptive and inferential statistical techniques were employed for data analysis using SPSS. The findings revealed that the majority of students possessed a moderate level of AI literacy, indicating that students demonstrated basic awareness and practical familiarity with AI technologies but lacked deeper conceptual and technical competencies. Among the different dimensions, students scored comparatively higher in AI Uses and AI Understanding, suggesting greater exposure to AI-enabled tools and applications in academic contexts. However, lower scores in the AI Creation dimension reflected limited competencies related to designing or developing AI-based solutions. Inferential analysis revealed no statistically significant differences in AI literacy based on gender, academic level, or academic stream, indicating that AI literacy is increasingly emerging as a general digital competency across diverse student groups. The study highlights the need for systematic integration of AI literacy within higher education through interdisciplinary curriculum design, faculty development initiatives, experiential learning opportunities, and equitable access to AI-enabled educational resources. The findings contribute to the growing discourse on AI literacy in higher education and provide implications for educational planning, curriculum development, and future research in AI-integrated learning environments.