AI literacy beyond tools: Safeguarding human judgment in research and higher education

Abstract

Artificial intelligence has emerged as a pioneering tool for assisting researchers and students in conducting complex tasks, including designing questionnaires, proofreading academic works, and rebutting reviewers’ criticisms. Beyond being a tool, this advanced technology highlights its impact on the future of research and education and makes the audience feel that their engagement with AI is necessary. However, AI-related ethical issues arise when people apply AI in their learning and research, especially when it involves sensitive information in humanities and social sciences and questions users’ epistemic positions and reflexivity of their studies. The contribution of AI literacy has not yet been fully recognized, as current studies focus on the AI models’ competencies rather than on human capabilities to adapt AI technologies for educational and research purposes in responsible, ethical, and comprehensive ways. This article first discusses the role of AI literacy in academia and higher education. Then, it examines four controversial AI ethical issues that potentially jeopardize research and learning, including biases in AI, sycophantic chatbot services, inaccuracy, randomness, and ethical concerns of AI models’ outputs. This article represents a further step toward developing clear AI literacy guidelines, assuring that audiences’ skills and judgment remain central to responsible AI use.

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