AI Literacy Among University StudentsRožman, Maja (Avtor) Oreški, Dijana (Avtor) Elias, Arun A. (Avtor) Pynadath, Minnu F. (Avtor) Tominc, Polona (Avtor) AI literacystudentshigher educationartificial intelligenceThis study investigates artificial intelligence (AI) literacy among university students from Slovenia, Croatia, and India, focusing on variations in their understanding of AI concepts and applications across different educational systems. The sample comprised 471 students from the business studies programmes in Slovenia, Croatia and India. Data were collected through a structured online questionnaire, and statistical analyses utilized descriptive statistics and independent samples proportions to identify significant differences in AI literacy levels across the three countries. The findings reveal substantial disparities in AI literacy. Croatian students demonstrated foundational and practical knowledge of AI, reflecting well-developed educational frameworks. Indian students excelled in interdisciplinary and applied aspects of AI, though their understanding of theoretical concepts revealed notable gaps. Slovenian students showed the greatest need for improvement, particularly in foundational knowledge, practical applications, and ethical considerations. The results also highlight universal challenges, such as gaps in understanding AI’s ethical and legal implications, underscoring the need for all educational systems to incorporate discussions on accountability and societal impacts into their curricula. These findings offer actionable recommendations for educational policy and curriculum design to enhance AI literacy globally and prepare students for the challenges and opportunities of an AI-driven world. This study contributes to the literature by enhancing the understanding of how AI literacy manifests across diverse educational systems, providing comparative insights to support globally relevant curriculum development and digital skills advancement.20252025-11-05 09:19:57Znanstveno delo95886UDK: 004.8COBISS_ID: 241598211DOI: 10.1109/ACCESS.2025.3581128ISSN pri članku: 2169-3536sl