Abstract
The accelerated introduction of artificial intelligence (AI) into higher education calls for a careful investigation into its influence on students’ critical digital literacy (CDL). The latter has been defined as the ability to critically evaluate digital information, recognize biases, and engage responsibly within online environments; as such, CDL is of paramount importance in the contemporary landscape. This study investigates the correlation between patterns of AI engagement and CDL skills among doctoral students in Morocco. Specifically, the research differentiates between active users, who engage critically with AI tools, and passive users. Through survey data on AI utilization and standardized CDL assessments, the study adopts a quantitative correlational design to examine whether active AI engagement is associated with higher levels of CDL proficiency compared to passive engagement. The analysis is informed by Critical Digital Literacy Theory, the Technology Acceptance Model, and Cognitive Offloading Theory, which provide a framework for understanding the complex relationship between technology and literacy practices. The findings of this research contribute insights for educators and curriculum designers seeking to develop effective AI-integrated programs that promote students’ ability to engage with digital information in a discerning and responsible manner.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
2026 Special Focus—Digital Literacy for Future Readiness
KEYWORDS
Artificial Intelligence, Critical Digital Literacy, Higher Education, Doctoral Students
