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A new paper entitled \u201cDeveloping AI Literacy: Exploring Higher Education Students’ Perceptions and Practices\u201d has been released by M\u00e1rta Folmeg, Imre Fekete, and Rita K\u00f3ris (members of our research centre) in the recent special issue of the open access publication, Journal of University Teaching and Learning Practice.<\/p>\n
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The study was designed to find out about university students\u2019 perceptions of the effective and critical use of AI tools, and to further explore some elements of AI literacy. The study involved a written interview design with the participation of 69 students from the Hungarian higher educational context and the data were subjected to thematic content analysis.<\/p>\n
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\nThe results show that the participants mainly used ChatGPT for their assignments, such as brainstorming, topic selection, information search and translation.<\/p>\n<\/blockquote>\n
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Although many found ChatGPT useful for creating and rewriting texts, some encountered challenges such as generality, communicating outdated information and the presence of alien structures in their Hungarian texts due to language translation. Students highlighted the effectiveness of the text generator in realising different assignments such as writing essays and preparing extracts.<\/p>\n
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Based on the participants\u2019 views it can be observed that there are some instructors who already integrate AI in their classes, but this only makes up the minority of instructors. As the students\u2019 technological (and thus AI) literacy is mainly self-developed concerning entertainment purposes, attention should definitely be paid in the future to the integration of subject\/discipline-specific AI opportunities in the learning-teaching processes.<\/p>\n
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