Modeling the Impact of Digital Divide on Artificial Intelligence Literacy with Mediation of Computational Thinking and Cognitive Absorption among Student-Teachers

Introduction: The rapid advancement of artificial intelligence (AI) has introduced new dimensions to the digital divide, creating an AI divide that affects access, benefits, and opportunities across different regions and socioeconomic groups. Artificial intelligence (AI) literacy is increasingly vital in today's world as it becomes an integral part of daily life and the workforce. It involves understanding how AI works, its capabilities, limitations, and ethical implications. AI literacy empowers individuals to critically evaluate AI outputs, ensuring informed decision-making and responsible use of AI technologies. In education, AI literacy is crucial for educators and students to leverage AI for improved learning outcomes and educational management. It also opens up new job opportunities and enhances professional skills, making it a differentiating skill for future leaders. Moreover, with the AI Act mandating AI literacy for organizations using AI systems, it is essential for compliance and ethical AI deployment. By developing AI literacy, individuals can navigate an AI-infused world effectively, ensuring they remain informed consumers and critical thinkers. Overall, AI literacy is not just about technical knowledge but also about understanding AI's societal and ethical implications, making it indispensable for personal and professional growth in the digital age.  This study investigates the relationship between the digital divide and AI literacy, with a focus on the mediating roles of computational thinking and cognitive absorption among student-teachers. In today's technology-driven world, computational thinking (CT) and cognitive absorption are crucial skills that enhance an individual's ability to navigate complex digital environments effectively. Computational thinking involves problem-solving skills such as decomposition, pattern recognition, and algorithmic thinking, which are foundational for understanding and applying A) concepts. Cognitive absorption, on the other hand, refers to the degree to which an individual becomes engaged and immersed in a technological environment, which can significantly influence their learning and interaction with AI systems. CT skills are essential for breaking down complex problems into manageable parts, analyzing data, and developing solutions. This skillset is vital for educators and students alike, as it enhances their ability to integrate AI tools into educational settings. Studies have shown that computational thinking is a significant predictor of AI literacy, meaning that individuals with strong CT skills tend to have better understanding and application of AI concepts. In an era where AI and machine learning are rapidly evolving, CT skills enable individuals to adapt quickly to new technologies and innovations.
Method: This study employed a descriptive-correlational method, collecting data from a sample of 946 student-teachers at the Farhangian University of Zanjan using various scales (AI literacy skill, Computational Thinking, Cognitive absorption, and Information and Communication Technology Access Scale) and the census method. Data analysis was conducted using PLS-4 and SPSS-27 software.
Results: The study reveals that computational thinking is a significant factor in enhancing AI literacy. It indicated the pivotal role of CT in enhancing artificial intelligence AI literacy. Computational thinking, a problem-solving approach that involves decomposition, pattern recognition, and algorithmic thinking, is crucial for understanding and effectively using AI technologies. By fostering CT skills, individuals can better comprehend AI concepts, critically evaluate AI outputs, and apply AI solutions to real-world problems. It also shows that access to information and communication technologies (ICTs) facilitates better use of AI by individuals. Furthermore, having more motivation and skills to use AI technologies leads to a more positive experience. Notably, the findings indicate an indirect relationship between the digital divide and AI literacy, mediated by computational thinking and cognitive absorption. This suggests that these mediating factors play an additive role in bridging the gap between the digital divide and AI literacy. The results highlight the importance of promoting computational thinking and cognitive absorption to improve AI literacy among student-teachers. They also underscore the need for equitable access to ICTs to ensure that individuals can effectively engage with AI technologies. Ensuring equitable access to information and communication technologies (ICTs) is crucial for individuals to effectively engage with artificial intelligence (AI) technologies. This access is not merely a technological issue but also deeply intertwined with socio-economic factors, such as income and geographic location, which can exacerbate the digital divide.
Discussion and Conclusion: The digital divide refers to the unequal access to digital technologies, including computers, smartphones, and the internet, among different demographic groups and regions. This gap is not just about physical access but also encompasses differences in digital literacy and the ability to effectively use these technologies. The digital divide is multifaceted, involving disparities in access (first-level digital divide) and usage (second-level digital divide) of ICTs. It affects various socioeconomic groups within countries and between developed and developing nations, exacerbating existing social inequalities and creating a persistent information gap between those with access ("haves") and those without ("have-nots"). Factors contributing to the digital divide include affordability, availability of technology, geographic location, and education level. For instance, rural areas often have limited internet access compared to urban regions, while lower-income households may struggle to afford modern devices and internet services. Addressing the digital divide requires comprehensive strategies, such as investing in infrastructure, promoting digital literacy, and implementing policies to ensure equitable access to technology. Closing this gap is crucial for ensuring that all individuals can participate fully in the digital economy and benefit from its opportunities. This study contributes to understanding how educational interventions can address the AI divide by focusing on these mediating factors, ultimately enhancing digital equity and inclusivity in the educational sector. In conclusion, this study provides insights into how computational thinking and cognitive absorption mediate the digital divide and AI literacy relationship. It emphasizes the need for targeted educational strategies to enhance AI literacy and reduce the digital divide, ensuring that future educators are equipped to navigate and leverage AI technologies effectively. By addressing these challenges, educational institutions can foster a more inclusive and digitally literate community.