Assessment Index System for Undergraduate Artificial Intelligence Literacy in China

This chapter explores the assessment index system for undergraduate artificial intelligence literacy in China. Higher education is a “reservoir” for talents. The artificial intelligence literacy of undergraduate students plays a significant role in enhancing and developing the overall artificial intelligence literacy of China, as well as in improving the country’s competitiveness. By reviewing relevant research on artificial intelligence literacy, the connotation of artificial intelligence literacy is explained. On this basis, according to the basic steps and contents of “human–machine” interaction, the “Collaboration–Criticism–Practice (CCP)” framework is introduced. Taking undergraduate students as the object, an assessment index system for artificial intelligence literacy is constructed, covering 8 primary indicators and 23 secondary indicators, from three dimensions of collaboration, criticism, and practice. Based on this framework, measures such as establishing an artificial intelligence ethics mechanism to enhance the “adaptive” ability of the educational philosophy, promoting the integration of “AI+” into the classroom, promoting the recognition of the labor achievements of AI as a collaborator, promoting the creation of a series of “AI+” courses, and advancing the AI practice of government, industry, academia, and research are proposed, aiming to continuously improve the artificial intelligence literacy of undergraduate students and adapt to the development and needs of the artificial intelligence era.