Artificial Intelligence Literacy and Educational Needs among Students at a Korean Medicine College: A Mixed-Methods Study

This study assessed artificial intelligence literacy among students at a college of Korean Medicine and examined their educational needs and preferred curriculum formats to inform the effective integration of artificial intelligence literacy into future curricula. A mixed-methods design was employed involving 562 students from Wonkwang University College of Korean Medicine. A structured questionnaire was administered across all academic years, and semi-structured interviews were conducted annually with 30 randomly selected students. The findings revealed uneven levels of artificial intelligence literacy, with relatively low technical understanding and practical ability but high levels of critical thinking and ethical awareness. Most students recognized artificial intelligence’s potential in Korean Medicine, particularly for diagnostic support, and expressed a strong need for formal artificial intelligence education. Practice-based and clinically oriented training formats were preferred. Cross-analysis indicated that clinical and educational experiences significantly shaped students’ perceptions of artificial intelligence; students with prior artificial intelligence exposure or higher levels of artificial intelligence literacy demonstrated greater interest in further training. Overall, participants acknowledged both the promise of artificial intelligence and the importance of structured, progressive education that extends beyond theoretical learning toward clinical applications. Stepwise curricula, progressing from foundational knowledge in premedical years to clinical applications in later stages, may be most effective in fostering artificial intelligence literacy in Korean Medicine education.