Artificial Intelligence Literacy and Trust in AI Systems among University Students in Egypt
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Abstract: This research aimed to explore the correlation between AI literacy and trust in AI systems among university students in Egypt. The study focused on the increasing sociological significance of AI literacy as a competence influencing students' understanding, assessment and dependence on intelligent technologies in higher education. The quantitative cross sectional survey design was used and the respondents were 384 undergraduate students from public and private universities in Egypt. The questionnaire assessed the level of AI literacy and trust in AI systems on a 5-point Likert scale. Data were analysed by descriptive statistics, Cronbach's alpha, exploratory factor analysis, Pearson correlation and linear regression in SPSS. The results indicated that students' AI literacy was high and their trust in AI systems was moderate. The Pearson correlation showed that there was a statistically significant positive correlation between AI literacy and trust in AI systems. The regression analysis also revealed that AI literacy significantly explained the variance in trust in AI systems, accounting for 29.4% of the variance. By demonstrating the social significance of AI literacy beyond its technical aspects, the study adds to the sociology of AI, highlighting how this competency influences students' confidence in AI-enhanced learning spaces. The results underscore the importance of creating structured AI literacy initiatives within universities to foster trust in AI systems that is informed, critical, and ethical
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