AI Literacy and Gender Bias: Comparative Perspectives from the UK and Indonesia

Abstract

Artificial Intelligence (AI) is reshaping industries and workforce demands globally. To ensure that individuals are prepared for an increasingly AI-driven world, it is crucial to develop robust AI literacy and address persistent gender biases in STEM fields. This paper presents a comparative study of AI literacy and gender bias among 192 participants from the United Kingdom and Indonesia. Using a survey-based approach, the study examines participants’ familiarity with AI concepts, confidence in utilizing AI tools, and engagement in ethical discussions related to AI. The findings reveal that while overall AI literacy levels are similar across both countries, UK respondents demonstrate significantly higher familiarity with programming and AI technologies, likely reflecting differences in educational frameworks and digital infrastructure. Moreover, despite widespread use of AI, discussions on its ethical implications remain limited in both countries. The study also highlights persistent gender biases that affect women’s participation and progression in AI and STEM fields; differences in perceptions of gender bias in recruitment, leadership promotion, and support for women suggest that, although progress is being made, significant barriers still exist. The study uncovers nuanced cultural variations in the perception of gender bias: UK participants exhibit greater confidence in gender inclusivity within recruitment and leadership roles, whereas Indonesian respondents report a higher prevalence of targeted initiatives to support women in technology. Overall, this research deepens our understanding of how AI literacy varies across diverse cultural and technological landscapes and offers valuable strategic guidance for tailoring interventions to overcome specific barriers, ultimately supporting innovative developments for women in STEM and women in AI in particular.

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