Exploring Artificial Intelligence (AI) Literacy and Situated Academic Writing of Students in a Philippine State University: Inputs to Writing Intervention Program

The integration of artificial intelligence (AI) into higher education is increasingly recognized as essential for developing future-ready academic skills. While research on AI literacy is expanding globally, studies connecting AI knowledge with situated academic writing in the Philippine context remain limited. This study examines the AI literacy and academic writing profiles of 54 first-year English major students at Romblon State University. A mixed-method design was employed, utilizing survey questionnaires, and semi-structured interviews. Results indicate that students reported high literacy in critical appraisal (M = 3.74, SD = 0.65) and practical application (M = 3.59, SD = 0.71), but only moderate literacy in technological understanding (M = 3.16, SD = 0.68). Inter-rater evaluations of situated academic writing showed overall proficiency (M = 10.31, SD = 1.80, 68.67%), with relational-reflective (M = 11.13, SD = 1.72, 74%) as the highest-performing domain and writing-essentials (M = 9.56, SD = 1.93, 64%) as the lowest. Correlation analyses revealed positive and statistically significant associations between AI literacy and writing domains, with the strongest relationships found between creative-identity and writing-essentials (r = 0.77) and between critical appraisal and practical application (r = 0.84). Qualitative analysis of interview responses further revealed three major themes: gaps in understanding of AI terminology, strong curiosity to learn more about AI, and challenges in using formal academic language. The findings suggest that while students demonstrate reflective and creative writing competence alongside awareness of AI ethics and applications, they continue to face challenges in technical AI concepts and foundational writing skills. The study proposes the WritIntel program, an annual intervention to be implemented for three years, for continuous longitudinal monitoring and long-term development of AI literacy and academic writing proficiency.