Framing and Evaluating Task‐Centered Generative Artificial Intelligence Literacy for Higher Education Students

The rise of generative artificial intelligence (GenAI) demands new forms of literacy among higher education students. This paper introduces a novel task-centered generative artificial intelligence literacy framework, which was developed collaboratively with academic and administrative staff at a large research university in Israel. The framework identifies eight skills which are informed by Bloom’s Taxonomy’s six cognitive domains. Based on this framework, we developed a measuring tool for students’ GenAI The literacy, and surveyed 1,667 students. Findings from the empirical phase show moderate GenAI use and medium-high literacy levels, with significant variations by gender, discipline, and age. Notably, 82% of students support formal GenAI instruction, favoring integration within curricula to prepare for broader digital society participation. The study offers actionable insights for educators and policymakers aiming to integrate GenAI into higher education responsibly and effectively.