In the digital era, with the rapid development of AI, cultivating college students’ AI literacy is crucial. This study constructs an AI Literacy Evaluation System for College Students (AILES-CS) and conducts an empirical study at Wuhan University.

Based on the KSAVE model and UNESCO’s AI competency framework, AILES-CS consists of 4 first-level indicators, 10 second-level indicators, and 25 third-level indicators. The Delphi method and analytic hierarchy process are used to determine indicator content and weights. A 31-item scale is developed, and its reliability and validity are tested.

The empirical study surveys 1,651 undergraduate students at Wuhan University. Results show that students’ overall AI literacy is at a relatively high level, but there are differences among dimensions. AI ethics scores the highest, while AI knowledge scores the lowest. Gender has little impact on AI literacy. However, factors like academic discipline, technical background, and participation in digital intelligence education courses significantly influence students’ AI literacy, especially in knowledge and capability dimensions.

In conclusion, this research provides a scientific evaluation tool for AI literacy and offers practical suggestions for universities to optimize AI education, such as strengthening digital intelligence education and promoting interdisciplinary integration.

The work titled “Construction of AI Literacy Evaluation System for College Students and an Empirical Study at Wuhan University”, was published on Frontiers of Digital Education (published on March 20, 2025).
DOI: 10.1007/s44366-025-0039-x