Biography
Meciad Meriem is a PhD student at the University of 8 May 1945, Guelma, Algeria. She is currently involved in teaching American and British Civilization. Her research focuses on British Civilization, artificial intelligence in education, educational technology, and innovative approaches to enhancing EFL learners' comprehension. She has published research examining the role of AI tools in improving the comprehension of British Civilization among EFL learners. Her broader academic interests include integrating AI-assisted learning, digital technologies, and learner-centered pedagogies to promote critical thinking, cultural understanding, and meaningful learning in higher education.
Conference contributions 1
UNDERSTANDING AI LITERACY AND ETHICS IN POSTGRADUATE RESEARCH. HOW WELL DO MASTER'S STUDENTS GRASP RESPONSIBLE AI USE?
The swift expansion of generative artificial intelligence tools in higher education has fundamentally reshaped the landscape of postgraduate research. This evolution raises urgent questions about whether students have cultivated the ethical literacy necessary to responsibly adapt to these developments. As universities increasingly create guidelines about when it is acceptable to use AI in academic work, recent studies indicate that simply knowing these policies does not guarantee that people will act ethically. Another core issue is that many master students still lack a coherent understanding of what responsible AI use truly means within the specific demands of their dissertation research. This research explores the nature and depth of AI literacy among second-year master's students actively engaged in dissertation writing, focusing especially on the discrepancy between how familiar students claim to be with AI tools and their actual depth of understanding regarding the ethical implications. Using a questionnaire given to both second-year master students and their academic supervisors, the research highlights how each group receives ethical awareness, usage behaviors, and the adequacy of institutional guidance. By comparing students' and supervisors' views, it pinpoints where understanding fails and where governance measures are most urgently needed. The study contributes to an emerging body of scholarship on AI ethics in higher education by introducing an operational framework for AI literacy at the postgraduate level. This framework holds direct implications for curriculum design, supervisory practices, and the development of broader institutional policy.