Assessing AI Literacy Levels among Fresh Technology Undergraduates: A Case Study in a State University in Sri Lanka

Abstract

This study assesses AI literacy levels among fresh technology undergraduates at a state university in Sri Lanka, focusing on the influence of demographic factors, prior experience, and access to AI learning resources on AI literacy and related career perceptions. Utilizing a quantitative cross-sectional design, data were collected from 109 students through an online questionnaire. The analysis revealed that demographic factors (age, gender, major) and prior programming experience did not significantly influence AI literacy levels. Additionally, accessing online AI courses and participating in AI-related extracurricular activities showed marginal to no significant impact on AI literacy. The findings suggest that AI literacy is consistent across diverse student groups, highlighting the need for structured AI education that integrates practical learning and ethical considerations. The study emphasizes the importance of comprehensive AI education strategies that extend beyond technical skills to include career guidance and exposure to real-world AI applications. Recommendations include enhancing AI curriculum integration, providing targeted practical experiences, and fostering inclusive learning environments. Future research should explore additional factors influencing AI literacy, investigate the impact of specific educational interventions, and expand studies to diverse educational contexts to further understand AI literacy development.

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