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It addresses a gap in the discourse by foregrounding student perspectives through three provocations. The co-authors envision ethical, creative, and critical ways AI could reshape higher education and beyond, while also considering how to avoid undesirable consequences through improved AI literacy for both students and educators.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/towards-developing-ai-literacy-three-student-provocations-on-ai-in-higher-education/593222/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/towards-developing-ai-literacy-three-student-provocations-on-ai-in-higher-education/593222.png","ImageObject",300,407,{"name":92,"@type":93},"Elsa","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-09","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of the article on AI in higher education?","Question",{"text":112,"@type":113},"The article shares reflections from student co-organisers and highlights three student provocations to address the underrepresentation of student voices in discussions of AI in higher education.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the article frame the role of AI literacy?",{"text":117,"@type":113},"It argues that developing and enhancing AI literacy for students and educators is vital to use AI ethically, creatively, and critically, especially as AI capabilities rapidly evolve.",{"name":119,"@type":110,"acceptedAnswer":120},"What concerns and opportunities does the article discuss regarding generative AI?",{"text":121,"@type":113},"It notes concerns about implications for learning, assessment, and human interaction, while also outlining opportunities such as personalised learning and improved teaching support.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593222,1792360401,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},137455077381,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","Towards Developing AI Literacy: Three Student Provocations on AI in Higher  \nEducation  \nMavis Brew, Stephen Taylor, Rachel Lam, Leo Havemann, Chrissi Nerantzi  \nAbstract: This article reports the reflections of the co-organisers on a recent AI in Higher Education event which was led by students from the University of Leeds and University College London. While academic communities and experts have contributed significantly to the discourse, students’perspectives have so far been underrepresented. Three student provocations are shared which provided the focus of the discussions during the event. The student co-authors present future-gazing visions of the impact of AI in higher education and beyond. Our collaborative reflections highlight that whether we are seeking to bring about desirable, AI-empowered futures, or aspiring to evade undesirable consequences of these new technologies, it will be vital to develop and enhance the AI literacy of students and educators alike in order to make use of it ethically, creatively and critically.  \nKeywords: AI literacy , higher education, student voices, assessment, creativity and criticality  \nHighlights  \nWhat is already known about this topic:  \n• AI technologies are already in use throughout society, including emerging applications in higher education.  \n• Recent developments in Large Language Model (LLM) forms of AI which can quickly generate‘human-like’ writing have been discussed as a watershed moment for higher education pedagogy and assessment.  \nWhat this paper contributes:  \n• Discussion of AI in higher education has so far been driven by the academic community, particularly computer scientists and educationalists, but other disciplines and the voices of students have been underrepresented.  \n• We seek to highlight a range of student perspectives on the use of AI in higher education for learning, teaching and supporting students' learning.  \nImplications for theory, practice and/or policy:  \n• In a rapidly evolving landscape, both staff and students in higher education will need to develop enhanced AI literacy in order to make responsible, ethical, critical and creative uses of AI.  \n• As higher education institutions move to develop frameworks and policies to govern and promote acceptable and responsible use of AI, staff and students must work in partnership.  \nIntroduction  \nOnce the purview of science fiction authors such as Isaac Asimov , the inventor of the ‘Three Laws of Robotics’ that would prevent humans from being harmed by their creations (often spectacularly unsuccessful) in his novels, Artificial Intelligence (AI) describes suddenly-mainstream technologies which apparently replicate human thought. There are scientific tests such as the Turing Test (created by Alan Turing) to see if a computer is genuinely self-aware, not just a complex algorithm of machine learning. We aren’t at that point yet, but the generative AI we are utilising today is becoming increasingly sophisticated, drawing upon data points numbering in the billions, and represents a vast difference from the original coding developed by pioneers such as Ada Lovelace, Grace Hopper and Margaret Hamilton. In particular, Large Language Models (LLM) have hit the headlines in recent months due to the ‘wow factor’ of the large chunks of plausible text they can instantly generate in response to prompts. This has driven much commentary from academics and media sources speculating on the impact of these technologies on higher education, particularly in the arena of assessment, but thus far, the perspectives of students have been much less discussed.  \nWe must acknowledge that, as Southworth at al. (2023 , p. 2) state, “our society is more digitalized and automated than ever before. We will have to understand what AI is, and how it works to succeed in this new digital paradigm”. Educators have expressed both excitement and concerns about the future (Bozkurt et al. , 2023) . While AI has the potential to revolutionis","cbCaitqsQQYOKnNn","https://ap.wps.com/l/cbCaitqsQQYOKnNn","pdf",329074,11,"English","# Highlights\n## What is already known about this topic\n## What this paper contributes\n## Implications for theory, practice and/or policy\n# Introduction\n# Education and generative AI","[{\"question\":\"What is the purpose of the article on AI in higher education?\",\"answer\":\"The article shares reflections from student co-organisers and highlights three student provocations to address the underrepresentation of student voices in discussions of AI in higher education.\"},{\"question\":\"How does the article frame the role of AI literacy?\",\"answer\":\"It argues that developing and enhancing AI literacy for students and educators is vital to use AI ethically, creatively, and critically, especially as AI capabilities rapidly evolve.\"},{\"question\":\"What concerns and opportunities does the article discuss regarding generative AI?\",\"answer\":\"It notes concerns about implications for learning, assessment, and human interaction, while also outlining opportunities such as personalised learning and improved teaching support.\"}]","Towards Developing AI Literacy - Three Student Provocations on AI in Higher Education | PDF",1792076851,28]