Centring the human: critical AI literacy, student engagement, and institutional implications for open universities in developing Asia

Purpose This paper explores the underexamined human dimension of artificial intelligence in education (AIED) within open universities (OUs) in developing Asia, focusing on students’ critical AI literacy and how their insights may help shape more humanistic approaches that integrate ethical and sociopolitical concerns. Design/methodology/approach Using the method of empathy-based stories (MEBS), responses were gathered from 44 postgraduate students at an OU in developing Asia, then thematically analysed and interpreted through critical discourses on technology and education. Findings While most respondents demonstrate some degree of critical AI literacy, this is largely limited to a foundational level marked by curious scepticism. The study underscores the value of student input not merely as feedback but as epistemic contribution to humanistic AIED. It highlights students’ shared concern about preserving what they see as essential human qualities amid accelerating AI integration. Originality/value This paper contributes to the limited research on the human dimension of AIED in OUs in developing Asia by centring the student body as key stakeholders and advocating a more humanistic approach. It also offers a novel methodological lens through MEBS to provide fresh insight into student engagement with critical AI literacy.