Assessing Artificial Intelligence (AI) Literacy among Students at the Higher School of Saharan Agriculture Adrar, Algeria

Abstract

AI literacy enables agricultural engineers to harness the best of machine learning and transform raw data into concrete actions for solving agricultural problems. The purpose of this research is to assess AI literacy among the students of Adrar Higher School of Saharan Agriculture. This exploratory study opted for a mixed-methods approach using different types of instruments for gathering data. Triangulation of methods is used to check and get more valid and reliable results. The sample consists of 56 third-year students. The main findings show that students are familiar with generative AI tools but are less familiar with specialized agricultural platforms. The respondents demonstrate limited awareness of the importance of effective prompt writing, evaluating the accuracy of AI-generated information, understanding ethical considerations, and the limitations of AI models. Therefore, the findings highlight the importance of raising students’ awareness about the importance of AI literacy, focusing on its practical aspect, and providing students with access to advanced AI-powered applications.