The illusion of cognitive independence in the age of generative AI: unpacking GenAI literacy and learner profiles

A recent study, drawing on data from a large international sample of academic learners (N=848), investigated the relationship between Generative AI (GenAI) literacy and its actual use in higher education. The research moved beyond mere frequency of tool use to explore how GenAI literacy influences patterns of interaction and cognitive engagement. Key findings suggest a dual role for critical-ethical aspects of GenAI literacy in shaping learner behavior and identified distinct learner profiles based on GenAI use, literacy, monitoring, and reliance.

Why it matters

As GenAI integration expands across various sectors, understanding how individuals interact with and leverage these tools, particularly concerning literacy and cognitive engagement, becomes critical. This insight informs the development of effective training, ethical guidelines, and operational strategies to maximize the benefits and mitigate the risks associated with GenAI adoption across an organization or industry.

Key insights

• Research emphasis on GenAI in higher education is shifting from tool usage frequency to the 'how' of tool utilization by learners.
• The study examined the relationship between GenAI literacy and learners' GenAI use patterns and cognitive engagement during interactions.
• Hierarchical multiple regression analyses were performed on questionnaire data from 848 academic learners internationally.
• Critical-ethical dimensions of GenAI literacy play a dual role in influencing learner behavior.
• Cluster analysis identified distinct learner profiles based on their GenAI use patterns, literacy levels, monitoring practices, and reliance on these tools.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1861548