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Framework Construction and Enhancement Pathways of Artificial Intelligence Literacy for Liberal Arts Teachers in Higher Education under the Background of New Liberal Arts Initiative

Author(s)

Shufang Zhao, Fei Xia, Baolong Li*

Affiliation(s)

Suqian University, Suqian, Jiangsu, China *Corresponding Author

Abstract

Against the backdrop of the profound transformations in disciplinary development logic and talent cultivation paradigms driven by the construction of New Liberal Arts, university liberal arts teachers have been reshaped into compound talent cultivators, learning process enablers, and social value constructors. Their AI literacy directly determines the depth and effectiveness of New Liberal Arts construction. To address this, based on a systematic review of existing research, this paper clearly defines the core connotation of AI literacy for university liberal arts teachers, systematically analyzes its constituent elements, and constructs a two-level indicator system framework. Meanwhile, considering the practical challenges faced by these teachers in improving AI literacy—such as insufficient knowledge and skill reserves, difficulties in integrating teaching content with AI technologies, and inadequate support from practical guarantee conditions—this paper further proposes a trinity improvement pathway of "philosophy guidance- competence cultivation - ecological support." The research conclusions provide theoretical guidance and practical references for the systematic improvement of teachers' AI literacy and the realization of the New Liberal Arts construction goal of "technology empowering liberal arts innovation and liberal arts guiding technology for good."

Keywords

New Liberal Arts Construction; AI Literacy; Technology-Empowered Teaching; University Liberal Arts Teachers; Construction of Literacy Framework

References

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