Paper Type
ERF
Abstract
As educational institutions redesign curricula to address the growing importance of artificial intelligence (AI), questions remain regarding both the content and sequencing of AI literacy instruction. This study proposes a longitudinal field experiment to examine whether the order in which technical and critical AI competencies are taught influences undergraduate business students’ AI literacy development and AI readiness. Drawing on UNESCO’s AI Competency Framework for Students, this experiment follows a pretest-posttest control group design comparing two instructional sequences: (1) technical followed by critical competencies, and (2) critical followed by technical competencies. Participants will be students enrolled in a multi-sections AI course and the intervention will be integrated into the course curriculum. Differences in gains in perceived and performative AI literacy, as well as AI readiness, while controlling for baseline levels, will be assessed. In doing so, we aim to provide a better understanding of how AI literacy develops in educational contexts.
Paper Number
1448
Recommended Citation
Welt, Dominique and Marchildon, Philippe, "Building an AI Literacy Curriculum: Insights from a Longitudinal Study" (2026). AMCIS 2026 Proceedings. 10.
https://aisel.aisnet.org/amcis2026/sig_ed/sig_ed/10
Building an AI Literacy Curriculum: Insights from a Longitudinal Study
As educational institutions redesign curricula to address the growing importance of artificial intelligence (AI), questions remain regarding both the content and sequencing of AI literacy instruction. This study proposes a longitudinal field experiment to examine whether the order in which technical and critical AI competencies are taught influences undergraduate business students’ AI literacy development and AI readiness. Drawing on UNESCO’s AI Competency Framework for Students, this experiment follows a pretest-posttest control group design comparing two instructional sequences: (1) technical followed by critical competencies, and (2) critical followed by technical competencies. Participants will be students enrolled in a multi-sections AI course and the intervention will be integrated into the course curriculum. Differences in gains in perceived and performative AI literacy, as well as AI readiness, while controlling for baseline levels, will be assessed. In doing so, we aim to provide a better understanding of how AI literacy develops in educational contexts.
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