Co-Designing AI Literacy: Recognising Students as Experts in Shaping Responsible AI Use in Higher Education

Abstract

This case study examines how students were positioned as experts in shaping artificial intelligence (AI) literacy curricula at a United Kingdom university. Academic staff, students and professional services collaborated to co-create an AI literacy framework with a focus on generative AI, addressing institutional and learner needs. Guided by partnership principles of reciprocity, respect and shared responsibility, the project responded to the opportunities and challenges of AI in higher education (HE). Following a cross-disciplinary survey which captured student perceptions of generative AI use, two student partners were appointed; their roles evolved from research interns to co-designers and co-evaluators during this funded project. They have co-led focus groups with students, conducted data analysis and synthesis and undertaken peer consultation and evaluation to co-develop guidance resources on ethics, integrity, bias and responsible AI use. Two key outputs resulted from this collaboration: a four-step AI literacy framework and an online tutorial which are now embedded in central pre-enrolment and academic skills programmes. Framing students as co-designers helped both 1) to enrich staff understanding of student perceptions of generative AI use for learning and 2) to enable the students to enhance their research, collaboration, communication and leadership skills.  The study contributes to the current discourse on fostering critical, responsible AI literacies in HE through the lens of students as partners.