Hungarian Secondary School Teachers’ Views on Global Competence Development in English as a Foreign Language Classrooms

Divéki, Rita

doi:10.1007/978-3-030-98962-0_14

Cited by 1 publication

(1 citation statement)

References 8 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…However, there seemed to be a lack of substantial background knowledge on its operation and ethical considerations (Chiu, 2023). It is unquestionable that educators play a significant role in shaping student perspectives on ethical considerations (Crawford et al, 2023) and raising awareness to opposing viewpoints on complex global issues (Divéki, 2024). Overall, comprehensive AI literacy education in a variety of contexts is needed to ensure responsible and effective use of AI tools in education (Chiu, 2023;Crawford et al, 2023).…”

Section: Discussionmentioning

confidence: 99%

Towards identifying the components of students' AI literacy: An exploratory study based on Hungarian higher education students' perceptions

Folmeg,

Fekete,

Koris

2024

JUTLP

View full text Add to dashboard Cite

With the advent of the popular use of artificial intelligence (AI), the higher education (HE) sector is now facing a new challenge regarding how to exploit the educational potentials of Human-computer interaction (HCI). Developing students’ AI literacy is now attracting the attention of the HE and HCI research community. This paper aims to explore HE students’ perceptions of efficient and critical use of AI tools, and to systematically map the potential components of AI literacy as a new 21st century skill for HE students. This study applied a qualitative, exploratory approach in the form of semi-structured interviews with HE students. Results indicate that the participants primarily use ChatGPT for tasks such as brainstorming, topic selection, searching for information, and translation. While many find it useful for creating and reformatting texts, some encountered challenges, including generality in responses, outdated information, and issues during exams. Students highlighted its effectiveness in various academic tasks, from writing essays and CVs to language learning and transcription. Instructors’ perspectives on ChatGPT varied, with some advocating for its integration, while others expressed concerns about job security and misinformation. The implications of the study call for a more systematic introduction and discussion around AI literacy in educational settings.

show abstract