Writing AI Literacy Student Learning Outcomes

AI literacy involves understanding AI through symbols like a brain, light bulb, and magnifying glass.

What is AI literacy?

AI Literacy (UNESCO‑aligned definition)

AI literacy is the ability to understand, critically evaluate, and responsibly use artificial intelligence systems, while recognizing their social, ethical, and human impacts. In UNESCO’s framework, AI literacy prepares students to be responsible users and co‑creators of AI, grounded in human agency, ethical judgment, and inclusive, sustainable design.

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UNESCO emphasizes that AI literacy goes beyond technical skills to include:

  • A human‑centred mindset (understanding human agency and responsibility in relation to AI)
  • Ethics of AI (fairness, transparency, accountability, and safety)
  • Foundational knowledge of AI techniques and applications
  • Awareness of how AI systems are designed and used in real‑world contexts

Students should be able to use AI effectively when appropriate and also recognize when not to use AI, how to evaluate AI‑generated outputs, and how to engage with AI ethically and transparently.

Report on Proposed AI Literacy Learning Outcomes

This document outlines proposed foundational AI literacy outcomes for UTA undergraduates, developed by a cross campus planning group convened by the Provost’s Office. The outcomes provide a shared foundation for AI literacy across the curriculum while allowing flexibility in course level implementation.

View the proposed SLOs (PDF)

Why include AI literacy in your course SLOs?

Students are already using AI tools. Clear learning outcomes help you:

  • Set transparent expectations for AI use
  • Align assignments, assessment, and feedback
  • Support academic integrity and ethical decision‑making
  • Keep AI use connected to disciplinary learning goals, not shortcuts

Many instructors integrate AI literacy by slightly revising existing SLOs or assignment descriptions.

Start here: a practical approach (5–10 minutes)

Step 1: Identify where AI already fits naturally Ask yourself:

  • Do students write, revise, analyze, code, design, or research?
  • Do students struggle with feedback, iteration, or getting started with AI? If yes, AI literacy likely fits already. It just needs to be named.

Step 2: Choose 1 AI‑related outcome (not more) You do not need a full set. One well‑written outcome is enough.

Step 3: Connect the outcome to an existing assignment AI literacy works best when it supports work students are already doing.

Sample AI Literacy SLOs

You can use or adapt these directly. More examples from UTA faculty will be shared soon.

These outcomes align with UTA’s proposed foundational AI literacy SLOs while remaining flexible and discipline‑appropriate.

  • Evaluate AI‑generated content for accuracy, bias, and limitations in the context of course concepts.
  • Explain when and why the use of AI tools is appropriate—or inappropriate—for specific academic tasks.
  • Use AI tools transparently to support drafting, revision, or problem‑solving while maintaining original authorship.
  • Refine prompts or inputs to improve the relevance and quality of AI‑generated responses.
  • Articulate ethical considerations related to AI use, including authorship, bias, privacy, and accountability.
  • Reflect on how AI use influenced learning, decision‑making, or problem‑solving in this course.

How these align with UTA’s AI literacy work

UTA’s proposed AI literacy outcomes (developed by a cross‑campus planning group) emphasize that students should be able to:

  • Understand different types of AI and their uses
  • Use AI tools intentionally
  • Critically evaluate AI outputs
  • Make ethical, informed decisions about AI use

Your course‑level SLOs do not need to cover all of these. They simply contribute to a shared foundation students build across courses.

Examples from CRTLE’s AI Course Redesign Institute

Faculty who participated in CRTLE’s AI Course Redesign Institutes often:

  • Revised existing SLOs rather than adding new ones
  • Embedded AI literacy into writing, design, analysis, or feedback tasks
  • Asked students to justify AI use, not just disclose it
  • Used short reflection prompts instead of high‑stakes enforcement

You can explore examples and recordings here:

Quick ways to assess AI literacy (low lift)

You don’t need new exams or grading rubrics.

Common approaches faculty use:

  • Short AI use statements attached to assignments
  • Brief reflection questions (“Why did you choose to use or not use AI here?”)
  • Comparison activities (student work with and without AI support)
  • Prompt‑revision exercises (students improve AI outputs and explain why)

Support from CRTLE

CRTLE can help you:

  • Rewrite or refine AI‑related SLOs
  • Align AI literacy with existing assignments
  • Design transparent AI use guidelines for students
  • Learn from examples developed in prior AI Course Redesign Institutes

Explore upcoming events, recordings, and consultations through the
 

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