NC State's 5-stage AI literacy continuum moves students beyond tool adoption

Researchers J. Paul Liu and Rachel Levy from North Carolina State University have introduced a five-stage developmental continuum for AI literacy in higher education, published on arXiv. The framework addresses two problematic extremes: students avoiding AI due to fear, mistrust, or ethical concerns, and students using AI uncritically, producing fluent output while masking misunderstanding. The stages are: 1) Not Yet Engaged, 2) Uncritical Use, 3) Informed Use, 4) Critical Evaluation, and 5) Improvement. This provides a practical diagnostic tool for educators to assess where learners start and how to progress toward responsible, critical engagement.

Between Fall 2024 and Spring 2026, the researchers implemented the continuum through credit-bearing courses and intensive workshops involving over 330 participants. While the study lacked a validated pre/post instrument or control group, observational data showed participants moving from non-engagement or uncritical use toward informed engagement. Sustained, discipline-embedded experiences produced stronger evidence of critical evaluation and improvement-oriented practice. The paper discusses curricular pathways, equity considerations, and assessment strategies, arguing that AI literacy should be understood as a developmental capacity beyond mere tool adoption.