Science for Education Today, 2026, vol. 16, no. 4, pp. 51–71
© Chernenkaya S. V., 2026
UDC: 
160.1+004.8+316.3+37.03

Characteristic features of modern understanding the value of media and digital literacy: Evaluating their impact on the formation of independent critical thinking skills in the educational field

Chernenkaya S. V. 1 (Moscow, Russian Federation)
1 Moscow City University
Full text (Open Access) — Downloaded 6
Abstract: 

Introduction. The concept of AI-literacy has been introduced into scientific vocabulary and modern educational discourse, but it does not have a strict definition. The introduction of AI-technologies into education turned out to be not a theoretical, but an applied problem. Different approaches to understanding students’ AI-literacy determine different strategies for its formation. The main scientific problem of the research is to systematize approaches to understanding AI-literacy. The purpose of the article is to identify and compare the main approaches to understanding AI-literacy, as well as to evaluate the practice of using AI-technologies in education based on the opinions of focus groups
Materials and Methods. The research methodology is based on the ideas of axiological and systemic approaches. The author used the following research methods: theoretical analysis, generalization, systematization, and a focus group. The sample consisted of 48 education undergraduates, who took part in six focus groups. The selection criteria included age (under 30-year-old 4th year students) and status (students working at secondary schools).
Results. The article presents the following results: – the approaches to understanding AI-literacy in Russian and international literature are identified and compared;
- the concepts of ‘media literacy’, ‘digital literacy’, ‘AI-literacy’ are analyzed and correlated, the relations between them are defined as generic, respectively, the conclusion is made, that the formation of AI-literacy is determined by developed media and digital literacy;
- the value bases have been identified that allow the concept of AI-literacy to reflect its specifics. It was found that the integration of AI into education does not negate such traditional educational values as independent thinking and subject knowledge, therefore, these values should be included in the concept of AI-literacy along with the skills of effective use of AI in solving educational and professional tasks. It is emphasized that it is the formation of independent thinking skills in subject and professional fields that allow students to identify or remove limitations when using AI, critically evaluate and use AI technologies and their results. Student focus groups showed that participants’ evaluations are quite balanced, and their attitude towards AI technologies can be defined as moderately positive. Most of them consider AI technologies as an additional tool in the learning process, all participants emphasize the value of independent and critical thinking, ‘lively’ cooperation in the university (school) space and note the need to form AI-literacy within the educational process at all its stages.
Conclusions. The article concludes that it is necessary to include value bases in the content and structure of AI-literacy.

Keywords: 

artificial intelligence; media literacy; digital literacy; AI-literacy; values

For citation:
Chernenkaya S. V. Characteristic features of modern understanding the value of media and digital literacy: Evaluating their impact on the formation of independent critical thinking skills in the educational field. Science for Education Today, 2026, vol. 16, no. 4, pp. 51–71. DOI: http://dx.doi.org/10.15293/2658-6762.2604.03
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26.Chernenkaya S. V. Tradition as cultural capital and its role in the formation of youth cultural identities. Education and Science, 2026, vol. 28 (4), pp. 123-141. URL: https://elibrary.ru/lxyxhf DOI: https://doi.org/10.17853/1994-5639-2026-4-123-141 

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  1. Long D., Magerko B. What is AI Literacy? Competencies and design considerations. Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems, 2020, pp. 1-16. DOI: https://doi.org/10.1145/3313831.3376727
  2. Long D., Blunt T., Magerko B. Co-designing AI literacy exhibits for informal learning spaces. Proceedings of the ACM on Human-Computer Interaction, 2021, vol. 5, pp. 1-35. DOI: https://doi.org/10.1145/3476034
  3. Biagini G. Assessing the assessments: Toward a multidimensional approach to AI literacy. Media Education, 2024, vol. 15 (1), pp. 91-101. DOI: https://doi.org/10.36253/me-15831
  4. Strzelecki A. To use or not to use ChatGPT in higher education? A study of students’ acceptance and use of technology. Interactive Learning Environments, 2024, vol. 32 (9), pp. 5142-5155. DOI: https://doi.org/10.1080/10494820.2023.2209881
  5. Caviglia F., Boie M. A. K., Dalsgaard C., Pedersen A. Y. Bringing digital competence to the disciplines. Education Inquiry, 2026, vol. 17 (1), pp. 34-62. DOI: https://doi.org/10.1080/20004508.2024.2318842
  6. Hermita M., Rohani A., Syah R. D., Suhatril R. J., Sartika S. The Janus face of AI literacy: A dual-pathway model of its mitigating and exacerbating effects on academic procrastination. Cogent Education, 2026, vol. 13 (1), pp. 2644679. DOI: https://doi.org/10.1080/2331186X.2026.2644679
  7. Almatrafi O., Johri A., Lee H. A systematic review of AI literacy conceptualization, constructs, and implementation and assessment efforts (2019-2023). Computers and Education Open, 2024, vol. 6, pp. 100173. DOI: https://doi.org/10.1016/j.caeo.2024.100173
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10.Albayati H. Investigating undergraduate students’ perceptions and awareness of using ChatGPT as a regular assistance tool: A user acceptance perspective study. Computers and Education: Artificial Intelligence, 2024, vol. 6, pp. 100203. DOI: https://doi.org/10.1016/j.caeai.2024.100203

11.Chiu T. K. F. Future research recommendations for transforming higher education with generative AI. Computers and Education: Artificial Intelligence, 2024, vol. 6, pp. 100197. DOI: https://doi.org/10.1016/j.caeai.2023.100197

12.Ilieva G., Yankova T., Klisarova-Belcheva S., Dimitrov A., Bratkov M., Angelov D. Effects of generative chatbots in higher education. Information, 2023, vol. 14 (9), pp. 492. DOI: https://doi.org/10.3390/info14090492

13.Shoufan A. Exploring students’ perceptions of ChatGPT: Thematic analysis and follow‑up survey. IEEE Access, 2023, vol. 11, pp. 38805-38818. DOI: https://doi.org/10.1109/ACCESS.2023.3268224

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16.Zherebnenko A. V. AI literacy as a necessary media competence for a media and communications specialist. Sign: a problematic field of media education, 2025, no. 3, pp. 41-49. URL: https://elibrary.ru/ceniro  DOI: https://doi.org/10.47475/2070-0695-2025-57-3-41-49 

17.Lobok I. D. Impact of ai on the educational process: Pro et contra?. Kaliningrad Bulletin of Education, 2025, no. 3, pp. 21-29. URL: https://elibrary.ru/niccdz 

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27.Playfoot D., Quigley M., Thomas A. G. Hey ChatGPT, give me a title for a paper about degree apathy and student use of AI for assignment writing. The Internet and Higher Education, 2024, vol. 62. DOI: https://doi.org/10.1016/j.iheduc.2024.100950

28. Chan C. K. Y., Hu W. Students’ voices on generative AI: Perceptions, benefits, and challenges in higher education. International Journal of Educational Technology in Higher Education, 2023, vol. 20 (43), pp. 1-18. DOI: https://doi.org/10.1186/s41239-023-00411-8

Date of the publication 31.08.2026