With the advent of generative AI, an alien has landed in the classroom. For a long time, it was pure science fiction to speak of machines capable of emulating the cognitive tasks of the human brain. We have now ar-rived at a point where most study-related tasks can be outsourced to AI. This development increases the risk that students develop cognitive laziness and fail to cultivate the reflective, critical competences necessary to participate constructively in society.

Research has demonstrated that AI literacy is essential for both responsible and meaningful use of AI and learning. Drawing on definitions from, among others, the EU AI Act, the OECD, and UNESCO, the international AILit Framework defines AI literacy as “the technical knowledge, durable skills, and future-ready attitudes required to thrive in a world influenced by AI. It enables learners to engage, create with, manage, and design AI, while critically evaluating its benefits, risks, and ethical implications.”

This project investigates:

• How language students interact with AI.
• What attitudes language students and their teachers hold toward AI in education and AI literacy.

LLMs in Language and Cognition Research