Examining Artificial Intelligence (AI) Literacy Among First-Year Students in Korean Higher Education

Abstract

This study examined generative AI(GenAI) literacy for learning among 181 first-year undergraduates at a Korean national university using the Generative AI Literacy for Learning Scale (GenAI-LLs) developed by Gümüş and Kara (2025). Adopting a survey design, data were analyzed through descriptive statistics, one-way analysis of variance (ANOVA), independent-samples t-tests, and Scheffé post hoc comparisons. Study results showed that students reported moderate-to-high self-assessed AI literacy overall, with critical thinking scoring highest and prompt and language skills lowest, revealing a structural imbalance between evaluative awareness and communicative competence. ANOVA results confirmed significant differences across the four GenAI literacy dimensions, with post hoc tests indicating that Prompt and Language Skills were significantly weaker than both autonomous learning and critical thinking. No gender differences emerged; however, significant variations were observed across academic disciplines and prior AI education experience, with the latter being the strongest predictor of AI literacy levels. Findings indicate the need for targeted prompt engineering instruction in freshman curricula.