Digital Literacy and Generative AI Awareness among Bamyan University Students: A Quantitative cross-sectional
Digital literacy has become essential for academic participation, information access, and employability in higher education. Yet quantitative evidence on digital literacy and awareness of generative artificial intelligence (AI) remains limited in marginalized and conflict-affected regions such as Afghanistan. This quantitative cross-sectional study investigates digital literacy, mobile-based learning practices, and knowledge of generative AI among 21 undergraduate students at Bamyan University. Using descriptive statistics, ANOVA, correlation, and regression analysis, the study identifies patterns of technology use and examines predictors of effective information evaluation. Findings show that students rely heavily on mobile phones for learning, while their knowledge of generative AI remains extremely low. No significant differences were found across academic years in digital literacy acquisition. Regression analysis reveals that digital platform use is a strong predictor of students’ ability to evaluate information reliably (p = .010), whereas variables related to AI knowledge and year of study did not predict critical literacy. As one of the first quantitative inquiries in this context, the study highlights urgent needs for curriculum reform, improved technological infrastructure, and the integration of AI literacy into Afghan higher education.
Halima Shafai, Asian University for Women (AUW), BD
Halima Shafai is originally from Afghanistan and is currently pursuing a Master’s degree in Education at the Asian University for Women in Bangladesh. She has a strong interest in education and is committed to contributing to the development of equitable learning opportunities.
Norafshan Nikben, Asian University for Women (AUW), BD
Norafshan Nikben is a student of the Asian University for Women, currently pursuing a Master’s degree in Education. She is an Afghan educator with over eight years of teaching and educational coordination experience in challenging contexts. Her work focuses on girls’ education, community-based learning, and educational equity. She is passionate about empowering marginalized communities through inclusive and sustainable education initiatives.
Nilab Azimi, Asian University for Women (AUW), BD
Nilab Azimi holds a bachelor’s degree in Education from Jawzjan University and is currently pursuing a Master’s degree in Art Education. She has more than five years of experience working as a reporter with Radio Sarayesh and Radio Payam Banoo, where she focused on social and educational issues.
She has also worked in a USAID-funded program that aimed to empower women through awareness and community engagement. Currently, she is an intern in the MA Admission Office, where she supports academic and administrative tasks.
Nilab is passionate about education, media, and women’s empowerment. She is fluent in Pashto, Dari, and English
