Enhancing Literacy Education in Higher Institutions With AI Opportunities and Challenges
Abstract
Enhancing literacy education in higher institutions through the integration of artificial intelligence (AI) presents significant opportunities and challenges. This chapter explores the role of AI in literacy education, showcasing its potential to revolutionize teaching methodologies, personalized learning, and student outcomes. AI-powered tools, such as natural language processing (NLP), chatbots, and adaptive learning platforms, offer unique opportunities to engage students, improve language proficiency, and address individual learning needs effectively. The chapter delves into the various opportunities AI presents in higher education literacy, emphasizing the benefits of AI-driven content recommendation systems, personalized feedback, and early intervention for struggling students. However, along with the opportunities come several challenges, including ethical considerations surrounding data privacy, faculty readiness, and the potential displacement of traditional teaching approaches.
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Hazari and Vashishth et al. highlight the need for dedicated curricula focused on AI literacy to equip students with a robust understanding of both the capabilities and limitations of AI technologies.
“Hazari [11] and Vashishth et al. [12] highlight the need for dedicated curricula focused on AI literacy, aiming to equip students with a robust understanding of both the capabilities and limitations of such technologies.”
From Artificial Intelligence in Higher Education: A State-of-the-Art Overview of Pedagogical Integrity, Artificial Intelligence Literacy, and Policy Integration (2025) · cites this paper as [12]
Vashishth et al. mention that education should not be limited to tool usage but must enhance students' capacity to assess the accuracy, reliability, and potential biases of AI outputs.
“As Vashishth et al. [12] mention, education should not be limited to tool usage but must enhance students' capacity to assess the accuracy, reliability, and potential biases of AI outputs.”
From Artificial Intelligence in Higher Education: A State-of-the-Art Overview of Pedagogical Integrity, Artificial Intelligence Literacy, and Policy Integration (2025) · cites this paper as [12]
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- Authors
- Vashishth, T. K., Sharma, V., Sharma, K. K., & Kumar, B.
- Affiliations
- IIMT University (IN)
- Venue
- Advances in Educational Technologies and Instructional Design
- Publisher
- IGI Global
- Published
- 2024-06-14
- Pages
- 198-215
- ISSN
- 2326-8905 (ISSN-L)
- 2326-8913
- OpenAlex
- W4395020657
- Cited by
- 13
- References
- 19
- Citations by year
- 2026: 2 · 2025: 10 · 2024: 1
- FWCI
- 9.47
- Type
- book chapter
- Language
- en
- Open access
- closed
- Locations
- Advances in educational technologies and instructional design book series (publishedVersion)
- Topics
- Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
- Physical Sciences › Computer Science › Artificial Intelligence › Educational Technology and Pedagogy
- Health Sciences › Medicine › Health Informatics › Artificial Intelligence in Healthcare and Education
- Keywords
- artificial intelligence in education, literacy education, higher education, personalized learning, adaptive learning systems, chatbots, natural language processing, content recommendation systems, personalized feedback, early intervention, data privacy, faculty readiness, language proficiency
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