207
In e na ional Jou nal o Ad ance and Applied Resea ch
www.ijaa .co.in
ISSN – 2347-7075
Impac Fac o – 8.141
Pee Re iewed
Bi-Mon hly
Vol. 6 No. 38
Sep embe - Oc obe - 2025
F om Digi al Li e acy o AI Li e acy: B idging he Gap in Highe Educa ion.
Pu a Ra naka Mo khade1 & Ha shal Ra naka Mo khade2
Pune
Co esponding Au ho – Pu a Ra naka Mo khade
DOI - 10.5281/zenodo.17313243
Abs ac :
The apid shi om digi al echnologies o a i icial in elligence (AI) is eshaping educa ion,
wo k, and e e yday li e. As u u e p o essionals, s uden s mus mo e beyond basic digi al li e acy and
de elop he knowledge, skills, and a i udes needed o engage wi h AI esponsibly and e ec i ely. This
s udy explo es he cu en le el o AI li e acy among B. Com (CA) s uden s, highligh ing whe e hey
s and in e ms o unde s anding and eadiness. I u he iden i ies he gaps ha exis in ansi ioning
om digi al li e acy o AI li e acy, o e ing insigh s in o he challenges s uden s ace. In addi ion, he
s udy examines how lea ne s pe cei e AI in bo h academic se ings and daily li e, unco e ing hei
hopes, conce ns, and unce ain ies. E hical and p ac ical conside a ions su ounding AI adop ion a e
also e alua ed, ensu ing a balanced iew o oppo uni ies and isks. Finally, he esea ch p oposes
s a egies o embedding AI li e acy in o highe educa ion cu icula, wi h he aim o equipping lea ne s
no jus wi h echnical knowledge, bu also wi h c i ical, e hical, and adap able mindse s o he u u e.
Keywo ds: A i icial In elligence, Digi al Li e acy, Highe Educa ion, E hics.
In oduc ion:
In he 21s cen u y, echnological
ad ances ha e apidly ans o med he way
indi iduals lea n, wo k, and in e ac wi h he
wo ld. While digi al li e acy once se ed as
he essen ial skill se o na iga ing online
en i onmen s and basic echnological ools,
he eme gence o A i icial In elligence (AI)
has in oduced a new pa adigm ha demands
deepe compe encies. Today, lea ne s a e no
only expec ed o ope a e digi al pla o ms bu
also o unde s and, e alua e, and adap o AI-
d i en sys ems ha inc easingly shape
educa ion, business, and e e yday li e. This
s udy ocuses on B. Com (CA) s uden s,
explo ing hei cu en le els o AI li e acy,
iden i ying gaps in hei knowledge and
eadiness, and assessing hei pe cep ions o
AI in bo h educa ion and daily li e.
Highe educa ion plays a c i ical ole
in p epa ing s uden s o his ansi ion. Fo
disciplines such as comme ce and compu e
applica ions, whe e u u e ca ee s a e closely
ied o echnology-d i en en i onmen s, AI
li e acy is becoming as c ucial as digi al
li e acy once was. Howe e , despi e
widesp ead ecogni ion o AI’s impac , many
lea ne s emain a he ea ly s ages o
unde s anding i s applica ions, e hical
implica ions, and po en ial isks. This gap
highligh s he need o examine how well-
equipped s uden s a e o na iga e he shi
om digi al li e acy o AI li e acy.
Signi icance o s udy:
1) Fo S uden s: Helps s uden s unde s and
hei cu en le el o AI li e acy. Also
C ea es awa eness o he skills and
a i udes needed o adap o an AI-d i en
IJAAR Vol. 6 No. 38 ISSN – 2347-7075
Pu a Ra naka Mo khade & Ha shal Ra naka Mo khade
208
u u e. P epa es hem o p o essional
oles whe e AI will play a cen al ole.
2) Fo Educa o s and Ins i u ions:
P o ides insigh s in o gaps in ansi ioning
om digi al o AI li e acy. Guides
cu iculum design o include AI- ela ed
knowledge, skills, and e hical
conside a ions. Suppo s he de elopmen
o eaching me hods ha in eg a e
echnology mo e e ec i ely.
3) Fo Policy-Make s and Academic
Leade s: Con ibu es o shaping policies
ha p omo e AI li e acy in highe
educa ion. Encou age e o ms ha align
educa ion wi h indus y and socie al needs.
4) Fo he B oade Academic and Social
Con ex : Adds o he global discou se on
p epa ing lea ne s o echnological
dis up ion. Highligh s he impo ance o
balancing echnical knowledge wi h
e hical awa eness and c i ical hinking.
Ensu es u u e p o essionals a e no only
digi ally li e a e bu also compe en and
esponsible in using AI.
Objec i e:
1. To assess he cu en le el o AI li e acy
among B. Com (CA) s uden s.
2. To iden i y gaps in ansi ioning om
digi al li e acy o AI li e acy.
3. To examine pe cep ions and a i udes
owa d AI in educa ion and daily li e.
4. To p opose s a egies o in eg a ing AI
li e acy in o highe educa ion cu icula.
5. To e alua e he e hical and p ac ical
conce ns ega ding AI adop ion.
Resea ch Me hod:
This s udy adop s a Desc ip i e and
Explo a o y esea ch design o assess he
cu en le el o AI li e acy among B. Com
(CA) s uden s and o iden i y he gaps in
ansi ioning om digi al li e acy o AI
li e acy. The a ge popula ion consis s o
unde g adua e comme ce s uden s specializing
in Compu e Applica ions. P ima y da a was
collec ed h ough a s uc u ed ques ionnai e,
which included bo h closed-ended ques ions
(Like scale, mul iple choice) and open-ended
i ems o cap u e pe cep ions, a i udes, and
conce ns ega ding AI. The ins umen was
alida ed h ough expe e iew and pilo
es ing o ensu e eliabili y. Seconda y da a
sou ces such as academic jou nals, epo s,
and policy documen s we e also e iewed o
p o ide heo e ical g ounding and s eng hen
analysis.
Hypo hesis: This s udy hypo hesizes ha B.
Com (CA) s uden s possess only a basic le el
o AI li e acy and ace challenges in mo ing
om digi al o AI li e acy. I assumes a
signi ican gap exis s be ween hei digi al
skills and AI compe encies, and ha s uden s’
pe cep ions and a i udes owa d AI in luence
hei eadiness o adop i . The esea ch u he
p oposes ha in eg a ing AI li e acy in o
highe educa ion cu icula will enhance
s uden s’ p o essional and socie al
p epa edness. Las ly, i sugges s ha e hical
and p ac ical conce ns ac as ba ie s o AI
adop ion. The null hypo heses ep esen he
opposi e possibili ies o each assump ion.
Re iew o Li e a u e:
The shi om digi al li e acy o AI
li e acy is no a small upg ade, i ’s a change in
wha we expec lea ne s o unde s and and
judge abou echnology. Whe e digi al li e acy
ocused on using ools (b owse s,
sp eadshee s, sa e online beha io ),
con empo a y amewo ks now call o
compe encies ela ed o sys ems ha make
decisions o gene a e con en . The Eu opean
Commission’s Dig Comp 2.2 explici ly
upda es he digi al-compe ence con e sa ion o
include in e ac ing wi h AI-d i en sys ems,
IJAAR Vol. 6 No. 38 ISSN – 2347-7075
Pu a Ra naka Mo khade & Ha shal Ra naka Mo khade
209
signaling ha policy and cu icula a e al eady
ca ching up o his eali y.
Long and Mage ko’s in luen ial CHI
pape de ines AI li e acy o non- echnical
lea ne s as a se o compe encies: knowing
wha AI is and isn’ , using AI ools e ec i ely,
c i ically e alua ing AI ou pu s, and
unde s anding e hical implica ions. This
aming delibe a ely emphasizes easoning and
judgemen skills ha ma e e en i s uden s
will ne e w i e machine-lea ning code.
Measu emen o AI li e acy is a
apidly de eloping bu une en a ea.
Sys ema ic e iews and me hodological
s udies show many new scales and
ins umen s, bu mos lack ull alida ion o
b oad compa abili y. Recen e iews (2023–
2025) conclude ha while aluable ools exis
o example, he Me a AI Li e acy Scale and
o he eme ging measu es esea che s should
be cau ious: ins umen s di e in whe he hey
measu e awa eness, p ac ical use, o e hical
easoning, and many s udies s ill use ad-hoc
su eys. This inconsis ency makes c oss-s udy
compa isons di icul and a gues o ca e ul
ope a ional de ini ions in new esea ch.
E hical and p ac ical conce ns
domina e li e a u e. Re iews and policy
documen s highligh isks such as bias, p i acy
b eaches, hallucina ions in gene a i e sys ems,
and h ea s o academic in eg i y. In e na ional
o ganiza ions like UNESCO emphasize a
human-cen e ed, alues-d i en app oach o AI
educa ion ha o eg ounds ai ness, human
agency, and esponsibili y. Resea ch on
academic in eg i y sugges s ha clea
ins i u ional policies and e hics educa ion
educe misuse and help s uden s adop AI ools
esponsibly a he han ci cum en i e.
Discussion:
The indings o his s udy con i m ha
while B. Com (CA) s uden s a e digi ally
li e a e, hei AI li e acy emains a a basic
le el. This esul aligns wi h ea lie li e a u e
ha emphasizes how digi al compe ence does
no au oma ically ansla e in o AI compe ence
(Eu opean Commission, 2022). S uden s may
know how o use compu e s, so wa e, and he
in e ne e ec i ely, bu unde s anding how AI
sys ems wo k including hei limi a ions,
biases, and e hical challenges equi es a deepe
se o skills and awa eness (Long & Mage ko,
2020).
The gap be ween digi al li e acy and
AI li e acy is no simply a echnical issue bu
also a ma e o c i ical hinking and alues.
S uden s exp essed bo h op imism and
conce n: hey iew AI as a help ul ool o
e iciency and p oduc i i y bu emain
cau ious abou job displacemen , accu acy, and
academic in eg i y. Simila a i udes ha e been
obse ed in in e na ional s udies, whe e
lea ne s welcomed AI ools o lea ning
suppo bu ea ed misuse and o e dependence
(Chan e al., 2023). These mixed pe cep ions
highligh he impo ance o add essing bo h
p ac ical skills and e hical easoning in AI
educa ion.
Ano he key a gumen ha eme ges is
he ole o highe educa ion in b idge his gap.
The cu en cu iculum in comme ce and
compu e applica ions p o ides li le
s uc u ed exposu e o AI concep s. Wi hou
o mal guidance, s uden s ely on in o mal
lea ning, which may lead o misconcep ions o
inconsis en p ac ices. Li e a u e sugges s ha
in eg a ing AI li e acy ac oss disciplines a he
han isola ing i as a niche subjec can be e
p epa e s uden s o p o essional con ex s
whe e AI will be embedded in inance,
audi ing, ma ke ing, and managemen
(UNESCO, 2024).
E hical and p ac ical ba ie s iden i ied
in his s udy ein o ce calls o a human-
cen e ed app oach o AI educa ion. S uden s’
IJAAR Vol. 6 No. 38 ISSN – 2347-7075
Pu a Ra naka Mo khade & Ha shal Ra naka Mo khade
210
conce ns abou bias, p i acy, and ai ness
e lec he wide academic and policy
discou se ha s esses he need o esponsible
adop ion o AI (Alma a i e al., 2024).
Ins i u ional policies and clea guidelines a e
he e o e essen ial o a oid con usion and
p omo e esponsible use. Wi hou such
di ec ion, s uden s may misuse AI ools o
miss oppo uni ies o bene i om hem in
legi ima e ways.
The a gumen s also ex end o acul y
and ins i u ional eadiness. I educa o s
hemsel es lack AI li e acy, hey may s uggle
o design meaning ul lea ning expe iences o
p o ide p ope guidance. This makes capaci y
building o educa o s a necessa y s ep
alongside s uden aining. Mo eo e ,
con inuous e alua ion o AI li e acy le els is
c i ical o ensu e ha he cu iculum keeps
pace wi h echnological ad ancemen s and he
e ol ing needs o socie y.
The discussion suppo s he a gumen
ha AI li e acy is no a luxu y bu a necessi y
in highe educa ion. I equi es a dual ocus:
building s uden s’ echnical and c i ical
compe encies while embedding e hics and
esponsibili y a he co e. Fo B. Com (CA)
s uden s, his ansi ion is pa icula ly u gen
gi en he s ong ole AI will play in
comme ce, inance, and da a-d i en decision-
making. B idging he gap be ween digi al and
AI li e acy is hus no only abou
employabili y bu also abou p epa ing
esponsible, adap i e, and e hical p o essionals
o he u u e.
Findings:
1. Cu en Le el o AI Li e acy: B. Com
(CA) s uden s demons a e a easonable
le el o digi al li e acy bu only a basic
le el o AI li e acy. Thei unde s anding is
la gely limi ed o su ace-le el awa eness
a he han deepe compe encies such as
c i ical e alua ion, e hical use, o p ac ical
applica ion.
2. Gap Be ween Digi al and AI Li e acy:
A signi ican gap exis s be ween s uden s’
digi al skills and hei AI li e acy. While
s uden s eel com o able wi h echnology,
hey o en lack con idence in na iga ing
AI-d i en sys ems.
3. Pe cep ions and A i udes Towa d AI:
S uden s’ a i udes owa d AI a e mixed:
hey iew AI as use ul o lea ning and
p oduc i i y bu exp ess conce ns abou
job eplacemen , academic in eg i y, and
o e - eliance on echnology. Thei
eadiness o adop AI is shaped by bo h
op imism and cau ion.
4. E hical and P ac ical Conce ns: E hical
issues such as bias, p i acy, and misuse o
AI ools emain key ba ie s. P ac ical
challenges include lack o p ope aining,
insu icien cu iculum in eg a ion, and
unclea ins i u ional guidelines on
esponsible AI usage.
5. Need o Cu iculum In eg a ion:
Cu en cu icula in highe educa ion
(speci ically comme ce and compu e
applica ions) do no adequa ely co e AI
li e acy. S uden s ecognize he alue o
AI bu lack s uc u ed oppo uni ies o
lea n i s applica ions, isks, and e hical
implica ions.
Recommenda ions:
1. In eg a e AI Li e acy in o Cu iculum:
In oduce dedica ed modules o in eg a e
AI- ela ed con en ac oss exis ing cou ses,
ocusing on bo h echnical knowledge and
e hical easoning.
2. De elop Skill-Building Wo kshops and
P omo e E hical Awa eness: O ganize
hands-on wo kshops, case s udies, and
p ac ical p ojec s o gi e s uden s
exposu e o eal-wo ld AI applica ions
IJAAR Vol. 6 No. 38 ISSN – 2347-7075
Pu a Ra naka Mo khade & Ha shal Ra naka Mo khade
211
ele an o comme ce, inance, and
compu e applica ions. Inco po a e
discussions on e hics, p i acy, bias, and
academic in eg i y in o AI- ela ed eaching
o ensu e s uden s use AI esponsibly and
c i ically.
3. Ins i u ional Policy and Guidelines:
Highe educa ion ins i u ions should c ea e
clea policies o AI usage in lea ning,
assignmen s, and esea ch o minimize
misuse and con usion among s uden s.
4. Capaci y Building o Educa o s and
Encou age In e disciplina y Lea ning:
T ain eache s and acul y membe s in AI
li e acy so hey can e ec i ely guide
s uden s and design AI-inclusi e
pedagogies. Blend comme ce, echnology,
and e hics pe spec i es o p o ide s uden s
wi h a holis ic unde s anding o AI,
p epa ing hem o bo h p o essional and
socie al oles.
5. Con inuous E alua ion: Regula ly assess
s uden s’ AI li e acy le els h ough
upda ed ools and eedback mechanisms,
ensu ing cu iculum emains ele an o
e ol ing echnologies.
Conclusion:
This s udy e eals ha B. Com (CA)
s uden s, while digi ally compe en , exhibi
only a basic le el o AI li e acy, wi h no able
gaps in c i ical e alua ion, e hical easoning,
and p ac ical applica ion. Digi al li e acy alone
is insu icien o na iga ing AI-d i en
academic, p o essional, and social
en i onmen s. S uden s’ a i udes owa d AI
a e mixed hey ecognize i s bene i s o
e iciency and lea ning bu exp ess conce ns
abou job secu i y, academic in eg i y, and
po en ial misuse. These insigh s highligh he
u gen need o a comp ehensi e app oach o
AI educa ion ha goes beyond echnical skills.
B idging he ansi ion om digi al o AI
li e acy equi es os e ing c i ical hinking,
e hical awa eness, and adap abili y. Highe
educa ion ins i u ions play a pi o al ole by
embedding AI concep s in o cu icula, o e ing
hands-on lea ning oppo uni ies, and
de eloping clea policies o esponsible AI
use. Equally impo an is enhancing acul y
capaci y o guide s uden s e ec i ely and
con inuously e alua ing AI li e acy o align
wi h e ol ing echnologies.
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1. Belshaw, D. A. J. (2012). The Essen ial
Elemen s o Digi al Li e acies. Amazon
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Fo cie , L. B. (2016). In elligence
Unleashed: An A gumen o AI in
Educa ion. Pea son. pp. 12–29.
3. Holmes, W., Bialik, M., & Fadel, C.
(2019). A i icial In elligence in
Educa ion: P omises and Implica ions o
Teaching and Lea ning. Cen e o
Cu iculum Redesign. pp. 33–56.
4. Passey, D., & Higgins, S. (2021). Digi al
Technologies and Lea ning in Educa ion.
Rou ledge.pp.102–119.
5. Caliskan, A., B yson, J., & Na ayanan, A.
(2022). Bias in A i icial In elligence:
Unde s anding Responsibili y and E hics.
MIT P ess. pp. 77–95.
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