Scholarlink

<p>This study investigates how Artificial Intelligence Literacy (AIL) fosters Inclusive Leadership (IL) development among university students through Collaborative Knowledge Practices (CKP), with cross-cultural insights from Bangladesh, China, Finland, and Turkey. Using a mixed-methods design—combining quantitative surveys of 458 students and qualitative interviews with 40 participants, this research integrates three frameworks: (1) the ABC-E model of AIL, encompassing affective, behavioral, cognitive, and ethical dimensions; (2) CKP, which involves competences such as collaboration, integration, creativity, sustainability, adaptability, engagement, and technological aspects; and (3) IL principles<b>.</b> Cultural interpretations are informed by Hofstede’s six-dimensional model of national culture, with a focus on the Power Distance Index (PDI) and the Individualism–Collectivism (IDV) dimensions. Quantitative analysis employed PLS-SEM and Fuzzy Set Qualitative Comparative Analysis (fsQCA) to uncover linear and non-linear relationships, while qualitative findings supported the multi-group analysis. Cross-cultural comparisons revealed that Finland emphasizes ethical AI use, China highlights innovation, Bangladesh focuses on problem-solving applications, and Turkey reflects multicultural collaboration—each of which influences students’ engagement with AI tools in distinct ways. The findings underscore CKP as a critical bridge between AIL and IL, highlighting the need for context-sensitive, collaborative pedagogies that equip students to address AI-driven challenges and lead inclusively in diverse global settings.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

The nexus of artificial intelligence literacy collaborative knowledge practices and inclusive leadership development among higher education students in Bangladesh China Finland and Turkey

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年8月14日

查看全文
  • Muhammad Zaheer Asghar,
  • Javed Iqbal,
  • Fatih Mutlu Özbilen,
  • Joinal Abedin,
  • Hanna Järvenoja,
  • Ultra Widanapathirana

摘要

This study investigates how Artificial Intelligence Literacy (AIL) fosters Inclusive Leadership (IL) development among university students through Collaborative Knowledge Practices (CKP), with cross-cultural insights from Bangladesh, China, Finland, and Turkey. Using a mixed-methods design—combining quantitative surveys of 458 students and qualitative interviews with 40 participants, this research integrates three frameworks: (1) the ABC-E model of AIL, encompassing affective, behavioral, cognitive, and ethical dimensions; (2) CKP, which involves competences such as collaboration, integration, creativity, sustainability, adaptability, engagement, and technological aspects; and (3) IL principles. Cultural interpretations are informed by Hofstede’s six-dimensional model of national culture, with a focus on the Power Distance Index (PDI) and the Individualism–Collectivism (IDV) dimensions. Quantitative analysis employed PLS-SEM and Fuzzy Set Qualitative Comparative Analysis (fsQCA) to uncover linear and non-linear relationships, while qualitative findings supported the multi-group analysis. Cross-cultural comparisons revealed that Finland emphasizes ethical AI use, China highlights innovation, Bangladesh focuses on problem-solving applications, and Turkey reflects multicultural collaboration—each of which influences students’ engagement with AI tools in distinct ways. The findings underscore CKP as a critical bridge between AIL and IL, highlighting the need for context-sensitive, collaborative pedagogies that equip students to address AI-driven challenges and lead inclusively in diverse global settings.