Building AI Literacy in Higher Education: A Multi-Timepoint Study

As generative AI tools become embedded in academic contexts, higher education institutions face increasing pressure to support student AI literacy. This study examined the effects of a brief AI literacy workshop series on participants’ AI use and ethical confidence. Survey data were collected before the intervention, immediately after, and six months later. Findings suggest gains in perceived competence, prompt writing, and personalized study assistance. Participants reported lower confidence in their ethical use of AI, suggesting increased awareness of complexity and risk. However, six months later, confidence rebounded strongly and exceeded baseline levels, indicating delayed consolidation and internalization of ethical practices. Findings suggest that even a brief structured intervention can help develop AI literacy.