Academics view AI literacy as currency driving AI integration in an online learning community of practice

Abstract

Literature reported that the value of AI literacy is becoming a 21st-century currency and a crucial skill that will enable individuals to thrive in the era of the Fourth Industrial Revolution (4IR). This exploratory study explores academics' views of AI literacy as a driver toward AI integration in an online learning community of practice at an open distance e-learnnig university. The single case study design is foregrounded in the interpretive paradigm to explore four sampled participants' views of integrating AI technologies in teaching and learning. Data collection employed open-ended questions that participants prepared before the semi-structured interview sessions. Interviews were recorded on MS Teams, transcriptions were uploaded and coded, and themes emerged and computed in the NVivo computerised qualitative software. Findings revealed that proficiency is the enabler of AI literacy, and AI technologies created a dualistic supportive role for academics. Moreover, higher education must inculcate ethical practices using AI technologies. Over-reliance on AI and non-utilization of AI literacy skills lead to AI skill atrophy. Revising academic integrity and artificial intelligence literacy policies, guidelines and practices are suggested.

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