Constructing Epistemic AI Literacy: Detecting Epistemic Aims and Processes in Student-AI Co-Programming
arXiv:2607.00211v1 Announce Type: new Abstract: Epistemic thinking plays a central role in students' learning processes when applying generative artificial intelligence (GenAI), particularly in programming contexts where learners must construct queries, evaluate and validate AI-generated outputs, and regulate problem-solving strategies. This study introduces the conceptual framework of Epistemic AI Literacy (EAIL), reframing AI literacy as a process-oriented epistemic phenomenon that emerges through dynamic human-AI interactions across different domains. Drawing on the AIR (epistemic aims, ide
The proliferation of generative AI in educational and professional settings necessitates a deeper understanding of how humans cognitively interact with these tools, leading to focused research on AI literacy frameworks.
This study introduces 'Epistemic AI Literacy' which reframes AI interaction not just as tool-use but as an active, cognitive process of evaluation and sense-making, crucial for effective human-AI collaboration.
The focus of AI literacy shifts from basic operational understanding to a more sophisticated model that emphasizes critical evaluation, validation, and problem-solving strategies in the context of AI-generated content.
- · AI education providers
- · Cognitive science researchers
- · Generative AI developers
- · Students and professionals using AI
- · rote learning methodologies
- · Simplistic AI training programs
Educational curricula will increasingly integrate advanced AI literacy concepts focusing on critical thinking and epistemic processes.
New pedagogical tools and assessment methods will emerge to measure and develop students' Epistemic AI Literacy.
The workforce will demand stronger 'epistemic' skills for human-AI collaboration, influencing hiring and training practices across industries.
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Read at arXiv cs.AI