Rising Demand for GenAI Literacy in Higher Education

Strategic Insights -

Researchers at Tel Aviv University have highlighted the need for new forms of literacy among higher education students in response to the rapid growth of generative artificial intelligence (GenAI). The study, which surveyed 1667 students, found moderate GenAI use and medium-high literacy levels, with significant variations by gender, discipline, and age. Notably, 82% of students supported formal GenAI instruction, favoring integration within curricula to prepare for broader digital society participation.

Key Takeaways:

  • The rise in GenAI demands new forms of literacy among higher education students, as identified by a study from Tel Aviv University.
  • A novel task-centered GenAI literacy framework, developed in collaboration with academic and administrative staff, identifies eight skills informed by Bloom's Taxonomy.
  • The framework was tested with a measuring tool for students' GenAI literacy, and findings showed moderate GenAI use and medium-high literacy levels.
  • Significant variations in GenAI use and literacy levels were observed by gender, discipline, and age.
  • 82% of students support formal GenAI instruction, with a preference for integration within curricula.
  • The study offers actionable insights for educators and policymakers to integrate GenAI into higher education responsibly and effectively.
  • Lilach Lurie, a researcher from Tel Aviv University, developed the GenAI literacy framework with other authors, including Arnon Hershkovitz and Michal Tabach.

Statistics:

  • 82% of students support formal GenAI instruction.
  • 1667 students were surveyed in the empirical phase of the study.
  • Moderate GenAI use was observed among students.
  • Medium-high literacy levels were found in the study.
  • 8 skills were identified in the task-centered GenAI literacy framework, informed by Bloom's Taxonomy.
  • 6 cognitive domains of Bloom's Taxonomy were used to inform the GenAI literacy framework.

Sources:

  • Framing and Evaluating Task-Centered Generative Artificial Intelligence Literacy for Higher Education Students. Systems, 2025, 13(7):518.
  • Tel Aviv University, Department of Mathematics, Science and Technology Education.
  • MDPI AG (publisher for Systems journal).
  • Arnon Hershkovitz, Department of Mathematics, Science and Technology Education, Tel Aviv University, Tel-Aviv 6997801, Israel.