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This chapter examines the retrospective temporal dynamics of attitudes toward AI and AI literacy across various demographic groups, using secondary survey data from convenience samples of Norwegian- and German-speaking students, German-speaking teachers, and a general UK population. Exploratory analyses based on secondary data from various surveys revealed that since the deployment of ChatGPT in November 2022, individuals generally report a more positive attitude toward AI and a greater understanding of AI technology. Further analysis revealed gender differences, with male students indicating more positive shifts in attitude and reporting higher levels of AI knowledge and usage compared to female students. The chapter also addresses ethical considerations related to AI technology, emphasizing the need for equitable access to AI tools as a ground for inclusive AI engagement. Additionally, it discusses the importance of developing AI literacy to navigate the ethical and practical challenges of an increasingly AI-driven world. The book chapter offer valuable insights for educators and policymakers on how the widespread deployment of AI tools has the potential to influence attitudes and enhance AI literacy.

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ChatGPT as a Catalyst for AI Literacy and Attitude Shifts in Diverse Educational Contexts

  • 章节

  • 发表日期：

    2026年

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  • Simone Grassini,
  • Lea Katharina Dietrich,
  • Enrico Cipriani

摘要

This chapter examines the retrospective temporal dynamics of attitudes toward AI and AI literacy across various demographic groups, using secondary survey data from convenience samples of Norwegian- and German-speaking students, German-speaking teachers, and a general UK population. Exploratory analyses based on secondary data from various surveys revealed that since the deployment of ChatGPT in November 2022, individuals generally report a more positive attitude toward AI and a greater understanding of AI technology. Further analysis revealed gender differences, with male students indicating more positive shifts in attitude and reporting higher levels of AI knowledge and usage compared to female students. The chapter also addresses ethical considerations related to AI technology, emphasizing the need for equitable access to AI tools as a ground for inclusive AI engagement. Additionally, it discusses the importance of developing AI literacy to navigate the ethical and practical challenges of an increasingly AI-driven world. The book chapter offer valuable insights for educators and policymakers on how the widespread deployment of AI tools has the potential to influence attitudes and enhance AI literacy.