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<p>In higher education, students increasingly compose with generative Artificial Intelligence (AI) technologies amid evolving institutional expectations and uncertain guidelines for AI use. While existing scholarship often focuses on the technical or ethical implications of AI, less attention has been paid to the affective conditions through which students navigate AI-mediated literacy practices. Drawing on a postdigital perspective, this study examines how students’ encounters with AI unfold within entangled relations among human and nonhuman actors, including peers, instructors, institutional policies, and technological systems. Drawing on focus group interviews with undergraduate students across four campuses of a public university in Midatlantic United States, this study identified three affective assemblages: First, ambiguous and uneven AI policies generated uncertainty and prompted students to develop self-made guidelines for AI use. Second, student–peer–faculty interactions produced distributed forms of response-ability, as students negotiated trust, frustration, and ethical judgment within relational networks. Third, students articulated affective imaginaries of AI-mediated futures and expressed both anxieties about neoliberal ideologies of automation and hopeful visions of new forms of critical and relational literacy. The study contributes to AI literacy research by illustrating how students’ engagements with AI are formed through postdigital affective assemblages of people, technologies, policies, and emotions. It concludes by discussing how educators might design learning environments that support students in developing critical and ethical AI literacy within postdigital educational contexts.</p>

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No One Told Us the Rules: Developing AI Literacy in Higher Education Through Postdigital Affective Assemblages

  • 期刊论文

  • 发表日期：

    2026年7月29日

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  • Jialei Jiang,
  • Jessica Ghilani

摘要

In higher education, students increasingly compose with generative Artificial Intelligence (AI) technologies amid evolving institutional expectations and uncertain guidelines for AI use. While existing scholarship often focuses on the technical or ethical implications of AI, less attention has been paid to the affective conditions through which students navigate AI-mediated literacy practices. Drawing on a postdigital perspective, this study examines how students’ encounters with AI unfold within entangled relations among human and nonhuman actors, including peers, instructors, institutional policies, and technological systems. Drawing on focus group interviews with undergraduate students across four campuses of a public university in Midatlantic United States, this study identified three affective assemblages: First, ambiguous and uneven AI policies generated uncertainty and prompted students to develop self-made guidelines for AI use. Second, student–peer–faculty interactions produced distributed forms of response-ability, as students negotiated trust, frustration, and ethical judgment within relational networks. Third, students articulated affective imaginaries of AI-mediated futures and expressed both anxieties about neoliberal ideologies of automation and hopeful visions of new forms of critical and relational literacy. The study contributes to AI literacy research by illustrating how students’ engagements with AI are formed through postdigital affective assemblages of people, technologies, policies, and emotions. It concludes by discussing how educators might design learning environments that support students in developing critical and ethical AI literacy within postdigital educational contexts.