Jeffrey S. Gayeta and Anas Ahmad Khammash (Authors)
Abstract
The emergence of artificial intelligence (AI) tools, particularly large language models (LLMs), is reshaping the educational landscape by offering new possibilities for personalized learning. However, their rapid integration into classrooms raises critical questions about readiness, ethical use, and digital competence. This study explores the perceptions of high school students and teachers regarding the integration of LLMs in education, focusing on their digital, ethical, and critical literacy in using such tools. Conducted in a selected secondary international school in Taif, Saudi Arabia, the study employed a qualitative thematic approach. Data were gathered through semi-structured interviews with five students and five teachers. All interviews were transcribed and analyzed to identify recurring themes related to the benefits, concerns, and preparedness for LLM usage in learning environments.
The findings revealed that both students and teachers viewed LLMs as valuable tools for enhancing content delivery, streamlining assignments, and supporting diverse learning needs. However, while participants acknowledged the convenience and potential of these tools, concerns emerged regarding students’ limited capacity to critically evaluate AI-generated content and their lack of awareness about ethical considerations such as plagiarism, data privacy, and overreliance. Teachers, in particular, emphasized the need for guided use and institutional support in fostering responsible engagement with AI platforms. The study concludes that although the integration of LLMs is generally welcomed in classrooms, there remains a pressing need to develop structured programs that promote ethical, digital, and critical literacy among both learners and educators. It is recommended that schools incorporate AI education into the curriculum and provide professional development opportunities to equip teachers with the knowledge to guide students in navigating AI responsibly.
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Keywords: AI in education, large language models, digital literacy, ethical literacy, personalized learning