Artificial Intelligence Literacy as a Challenge for Higher Education - A case study at the Portalegre Polytechnic University

Abstract

This study analyses artificial intelligence (AI) literacy in higher education, using the Portalegre Polytechnic University (PPU) as a case study. The main objective was to examine self-reported AI literacy profiles among faculty and students, identifying perceived competences, weaknesses, and pedagogical implications. A psychometrically validated questionnaire was applied, supported by descriptive statistical analysis and critical interpretation.
The descriptive results show an intermediate level of self-reported AI literacy in both groups, although with distinct perceived profiles. Faculty members report higher perceived conceptual understanding of AI, while students show higher mean scores in several applied and adaptive dimensions, particularly ethical awareness and learning. Faculty members reveal limitations in continuous learning and keeping up with technological advances. Students, on the other hand, display high self-confidence in self-management and resistance to algorithmic persuasion, while showing relevant weaknesses in technical understanding and deeper conceptual engagement with AI. The widespread use of AI tools, particularly ChatGPT, confirms their integration in academic practices but raises critical challenges regarding integrity, self-regulation, and assessment.
The study concludes that AI literacy should be considered a strategic priority in higher education, requiring dynamic and multidisciplinary training programs that integrate technical, cognitive, and ethical competences. Such initiatives are essential to foster responsible and critical use of AI in educational contexts.