Centring the Human: Critical AI Literacy, Student Engagement, and Institutional Implications for Open Universities in Developing Asia
Saved in:
| Title: | Centring the Human: Critical AI Literacy, Student Engagement, and Institutional Implications for Open Universities in Developing Asia |
|---|---|
| Language: | English |
| Authors: | David C. L. Lim (ORCID |
| Source: | Asian Association of Open Universities Journal. 2025 20(3):277-290. |
| Availability: | Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Artificial Intelligence, Technology Uses in Education, Open Education, Higher Education, Developing Nations, Technological Literacy, Digital Literacy, College Students, Student Attitudes, Technology Integration, Empathy, Story Telling, Learner Engagement |
| Geographic Terms: | Asia |
| DOI: | 10.1108/AAOUJ-04-2025-0041 |
| ISSN: | 2414-6994 |
| Abstract: | Purpose: This paper explores the underexamined human dimension of artificial intelligence in education (AIED) within open universities (OUs) in developing Asia, focusing on students' critical AI literacy and how their insights may help shape more humanistic approaches that integrate ethical and sociopolitical concerns. Design/methodology/approach: Using the method of empathy-based stories (MEBS), responses were gathered from 44 postgraduate students at an OU in developing Asia, then thematically analysed and interpreted through critical discourses on technology and education. Findings: While most respondents demonstrate some degree of critical AI literacy, this is largely limited to a foundational level marked by curious scepticism. The study underscores the value of student input not merely as feedback but as epistemic contribution to humanistic AIED. It highlights students' shared concern about preserving what they see as essential human qualities amid accelerating AI integration. Originality/value: This paper contributes to the limited research on the human dimension of AIED in OUs in developing Asia by centring the student body as key stakeholders and advocating a more humanistic approach. It also offers a novel methodological lens through MEBS to provide fresh insight into student engagement with critical AI literacy. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1491324 |
| Database: | ERIC |
| Abstract: | Purpose: This paper explores the underexamined human dimension of artificial intelligence in education (AIED) within open universities (OUs) in developing Asia, focusing on students' critical AI literacy and how their insights may help shape more humanistic approaches that integrate ethical and sociopolitical concerns. Design/methodology/approach: Using the method of empathy-based stories (MEBS), responses were gathered from 44 postgraduate students at an OU in developing Asia, then thematically analysed and interpreted through critical discourses on technology and education. Findings: While most respondents demonstrate some degree of critical AI literacy, this is largely limited to a foundational level marked by curious scepticism. The study underscores the value of student input not merely as feedback but as epistemic contribution to humanistic AIED. It highlights students' shared concern about preserving what they see as essential human qualities amid accelerating AI integration. Originality/value: This paper contributes to the limited research on the human dimension of AIED in OUs in developing Asia by centring the student body as key stakeholders and advocating a more humanistic approach. It also offers a novel methodological lens through MEBS to provide fresh insight into student engagement with critical AI literacy. |
|---|---|
| ISSN: | 2414-6994 |
| DOI: | 10.1108/AAOUJ-04-2025-0041 |
