AI Competency of Higher Education Students of Odisha, India: An UNESCO Framework Analysis

Abstract

The rapid integration of Artificial Intelligence (AI) into education necessitates a re-evaluation of students’ digital readiness, particularly in resource-constrained regions. This study investigated the AI competency of higher education students in Odisha, India, using UNESCO’s multidimensional framework comprising AI Foundations and Applications, AI Ethics, AI for Professional Development, and AI and Human Mindset. A cross-sectional survey design was employed, with data collected from 221 students across diverse institutions using a validated 18-item instrument. Statistical analyses, including Mann–Whitney U-tests, were conducted to examine differences in AI competency based on academic stream (Sciences vs Non-Sciences) and course type (Professional vs Academic). Results revealed no significant differences across any of the four AI competency domains, suggesting a consistent level of AI preparedness among students regardless of disciplinary background. The findings point to the increasing influence of informal digital environments and ubiquitous AI tools in shaping students’ AI competency. This study underscores the need for universal, stream-neutral AI integration in higher education curricula and offers critical insights for policy and pedagogical reform aimed at fostering equitable digital competence. Limitations include the use of non-probability sampling and reliance on self-reported data. The paper concludes with recommendations for future research and curriculum development that align with inclusive and human-centred AI education.