The Nexus Between AI Literacy and Digital Literacy of Students in Region XI
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Abstract
The disparity in knowledge between AI literacy and digital literacy among students in Region XI is hindering their ability to acquire crucial technology skills. The purpose of this study is to investigate the moderating effect of sex on the relationship between AI literacy and digital literacy. Using a quantitative, non-experimental research design, data were collected through stratified random sampling with surveys and analyzed via Partial Least Squares Structural Equation Modeling (PLS-SEM). Methodological validity was ensured through statistical tests, confirming high reliability for constructs such as AI learning (Cronbach’s alpha = 0.913) and digital literacy (Cronbach’s alpha = 0.966). The findings indicate that AI literacy significantly improves digital literacy, with a path coefficient of 0.523 and a significance level of p < 0.001. Furthermore, self-efficacy (0.586, p < 0.001) and competency (0.612, p < 0.001) serve as crucial mediators in this process. These findings underline the need to incorporate AI literacy into educational curricula. Incorporating AI education can assist in filling knowledge gaps and improving digital skills. According to the study, activities focusing on artificial intelligence should be included in digital literacy programs to better prepare children for a technologically driven future.
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