An Investigation of Vocational School Students' Artificial Intelligence Literacy across Various Variables

The swift progression of artificial intelligence technologies today has made it vital for individuals to not only to use these technologies but also to possess the competencies to understand and evaluate them. This situation has made determining the level of literacy regarding artificial intelligence among vocational high school students who transition directly into the workforce an important research topic. This study explores the artificial intelligence literacy levels of vocational school students in relation to various variables. A descriptive survey model based on quantitative research methods was used, and data were retrieved from 336 students through a questionnaire. The findings indicate that students’ AI literacy is generally at a medium-high level. No significant differences were observed in terms of gender or learning style, whereas class level, IT skills, and frequency of AI use were associated with significant differences. Students with higher IT competencies and more frequent engagement with AI tools demonstrated higher AI literacy. These results demonstrate that artificial intelligence literacy is a skill based on digital experience and application. Accordingly, it is recommended that vocational schools increase practical teaching activities focused on artificial intelligence, develop digital competencies, and create learning environments that support students in actively using artificial intelligence tools.