Understanding AI Literacy Among College Students: Voices from a Historically Black College and University

Benita  Threadgill; Surakshya Paudel; Krishnna  Bista; Uttam  Gaulee; Glenda  Prime; Victory  Momoh; Patricia Crispin Anderson; Ricky  Gole; Sujata  Sharma; Urasha  Mandal; Manisha  Rajput; Smriti  Garbuja; Kiran  Tiwari; Vandana Pandey

doi:10.32674/w76bnk04

Authors

Benita Threadgill Morgan State University, USA
Surakshya Paudel Morgan State University, USA
Krishnna Bista Morgan State University, USA
Uttam Gaulee Morgan State University, USA
Glenda Prime Morgan State University, USA
Victory Momoh Morgan State University, USA
Patricia Crispin Anderson Morgan State University, USA
Ricky Gole Morgan State University, USA
Sujata Sharma Morgan State University, USA
Urasha Mandal Morgan State University
Manisha Rajput Morgan State University, USA
Smriti Garbuja Morgan State University, USA
Kiran Tiwari Morgan State University, USA
Vandana Pandey Morgan State University, USA

DOI:

https://doi.org/10.32674/w76bnk04

Keywords:

Artificial Intelligence literacy , HBCU, Student Perception, Higher Education, generative AI tools, qualitative case study

Abstract

This qualitative case study explores how students at a Historically Black College and University (HBCU) perceive, use, and critically reflect on artificial intelligence (AI) within academic and personal contexts. Guided by a four-dimensional framework: conceptual understanding, application skills, ethical awareness, and critical reflection, semi-structured interviews with 28 undergraduate and graduate students from one mid-Atlantic public research university revealed both opportunities and challenges. Students viewed AI as a supportive “assistant” that enhances efficiency in writing, communication, and learning, but demonstrated limited technical knowledge and occasional uncritical reliance on outputs. Ethical concerns, particularly regarding plagiarism, bias, and data privacy, were prevalent, alongside strong calls for institutional guidance. Findings highlight the need for equity-driven, curriculum-integrated AI literacy initiatives to ensure responsible, critical, and inclusive engagement with emerging technologies.

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