Exploring artificial intelligence literacy and engagement in higher education stakeholders

Artificial intelligence is disrupting higher education both officially and unofficially. This study aims to determine higher education stakeholders (students, faculty, and staff), AI Engagement (seeking out information and utilizing AI tools), and AI Literacy (the foundational skills and knowledge required to evaluate, use, and create with AI effectively). This study makes a significant contribution to the literature by providing the perspectives of staff, an underrepresented population in current literature. Consideration is given to differences in these measures in relation to stakeholders' optimism about AI in higher education, as well as their gender and generational differences among respondents. The 19-question survey instrument was administered electronically to students, faculty, and staff affiliated with a higher education institution in the Southeastern United States. Overall, stakeholders tended to have neutral to slight agreement on their preparedness with AI literacy skills, but neutral to slightly disagree that they were frequently engaged in AI usage or discourse. The data shows a moderate positive correlation between AI Literacy and AI Engagement scores for higher education stakeholders. Those with positive attitudes toward AI’s effect on higher education are associated with higher AI Literacy and AI Engagement. Staff and other group difference results are presented alongside recommendations for future research.