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ERIC Number: EJ1476344
Record Type: Journal
Publication Date: 2025-Jul
Pages: 32
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1360-2357
EISSN: EISSN-1573-7608
Available Date: 2025-01-27
Understanding GAI Risk Awareness among Higher Vocational Education Students: An AI Literacy Perspective
Huafeng Wu1; Dantong Li2; Xiaolan Mo3
Education and Information Technologies, v30 n10 p14273-14304 2025
The risks posed by artificial intelligence (AI) in the education sector have been widely acknowledged in existing research. However, the factors influencing generative artificial intelligence (GAI) risk awareness among higher vocational education students remain unclear. Therefore, this study explores the impact of AI literacy--comprising AI knowledge, AI skills, and AI attitudes--on GAI risk awareness, with GAI self-efficacy acting as a mediating factor. The research is conducted at a higher vocational education institution, where students' AI literacy is measured before they began an AI course titled "Introduction to Artificial Intelligence". After four weeks of learning and using GAI tools, students' GAI self-efficacy and GAI risk awareness are assessed. The study employs Partial Least Squares Structural Equation Modeling (PLS-SEM) to analyze the relationships among these constructs. The results indicate that while components of AI literacy do not directly influence GAI risk awareness, and statistical results indicate no significance at conventional levels (p-values: knowledge = 0.67, skills = 0.58, attitudes = 0.51). On the contrary, AI literacy significantly impacts GAI self-efficacy, which in turn positively affects GAI risk awareness. The mediation analysis confirms that GAI self-efficacy serves as a full mediator between AI literacy and GAI risk awareness, with significant indirect effects (p < 0.05, t > 1.96). These findings suggest that increasing self-efficacy enables students to engage more confidently and critically with GAI technologies, enhancing their ability to recognize and respond to associated risks. This study extends previous research on AI literacy by empirically demonstrating its indirect pathways to influencing risk awareness and contributes to risk awareness studies by focusing on higher vocational education students within the context of GAI tool use. By addressing these gaps, this study provides valuable insights for educators and GAI tool developers seeking to promote responsible AI use in vocational education.
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: 1North Campus of Hangzhou YuCai School, Hangzhou, China; 2Universiti Technologi Malaysia, School of Education, Johor Bahru, Malaysia; 3Department of Education Management, East China Normal University, Shanghai, China