ORIGINAL RESEARCH article
Front. Psychol.
Sec. Educational Psychology
Enhancing College Students' AI Literacy Through Generative AI Use: A Mixed-Methods Investigation
Jingsheng Wang 1
Bing Bai 2,3
Qi An 3
1. Northwest University, Xi'an, China
2. University of Chinese Academy of Social Sciences, Beijing, China
3. Cangzhou Normal University, Cangzhou, China
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Abstract
The rapid integration of generative artificial intelligence (GenAI) into higher education has created a paradoxical landscape for college students: while technological advancements offer unprecedented convenience, they simultaneously exacerbate the knowledge-practice gap in AI Literacy cultivation. Traditional educational frameworks struggle to address the dynamic interplay between AI-mediated learning environments, ethical dilemmas, and competency development, leaving a critical theoretical and practical void in literacy cultivation models. To bridge this gap, this study pioneered an exploratory sequential mixed-methods design, combining qualitative interviews (n=30) and quantitative surveys (n=590, response rate 98.33%) to unravel the mechanisms through which GenAI use enhances students’ AI Literacy. Qualitative analysis revealed a spiral-ascending literacy construction model characterized by iterative cycles of cognition-practice-evaluation, wherein 82% of participants demonstrated critical awareness of algorithmic biases and privacy risks. Quantitative results further validated a novel theoretical framework, showing that the social environment indirectly drives application practice via perceived impressions (path coefficient=0.294, p<0.001), with group needs fully mediating this relationship (p=0.439 for the direct path). Structural equation modeling also identified key pathways linking perceived ease of use (β=0.477) and technological expectations (β=0.284) to behavioral adoption and future-oriented literacy. These findings challenge linear literacy models by emphasizing ecological dynamics and recursive learning processes, offering actionable insights for designing AI-integrated curricula and policies. Collectively, this research underscores the necessity of multi-dimensional interventions, combining cognitive scaffolding, ethical education, and skill training, to transform passive AI utilization into active literacy cultivation in the digital age.
Summary
Keywords
AI literacy, college students, Generative artificial intelligence, Mixed - method Approach, Network literacy, Structural Equation Modeling
Received
20 October 2025
Accepted
11 February 2026
Copyright
© 2026 Wang, Bai and An. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
*Correspondence: Qi An
Disclaimer
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