Assessing AI-Related Digital and Information Competence for Future-Oriented Teaching: Evidence from Saudi Higher Education

Abstract

The swift incorporation of artificial intelligence into higher education has significantly influenced digital information contexts making it necessary for university teachers to acquire advanced digital and information competences beyond mere technical skills. As AI-driven technologies are becoming increasingly integral part of teaching, learning, content creation, and decision-making processes in scholarly activities, digital information competencies, including locating, evaluating, organizing, creating, and using ethically digital information, have been identified as a key component of information literacy and professional practice. Despite the rising incorporation of artificial intelligence into higher education, there is a dearth of empirical literature concerning readiness of university faculty members to use digital and information competencies related to AI technology into future-oriented pedagogy. The present study is devoted to assessing AI-related digital and information competences among university faculty members along with studying their attitude towards digital competencies in higher education. For the study, a descriptive cross-sectional research design was applied based on a structured questionnaire developed on the basis of international models of digital competence and AI literacy. Data were obtained from university faculty members engaged in different academic disciplines in Saudi universities. Descriptive statistics were used to analyze the competency level of university faculty members, their attitude towards AI assisted instruction. The results show that university  faculty members have positive attitude towards the use of AI and understand the importance of digital and information competence for promoting future-oriented learning and lifelong learning. However, differences in the competences were found regarding different dimensions of competencies, such as information and data literacy, digital content creation, ethical use of AI, digital safety, and problem solving. It can be concluded that the successful integration of AI is not possible without the information literacy competences that allow assessing critically the digital information and making evidence-based pedagogical decisions. The results of the study contribute to Library and Information Science literature by advancing the knowledge of digital and 
information competence in higher education.