The nexus of artificial intelligence literacy collaborative knowledge practices and inclusive leadership development among higher education students in Bangladesh China Finland and Turkey

Abstract This study investigates how Artificial Intelligence Literacy (AIL) fosters Inclusive Leadership (IL) development among university students through Collaborative Knowledge Practices (CKP), with cross-cultural insights from Bangladesh, China, Finland, and Turkey. Using a mixed-methods design—combining quantitative surveys of 458 students and qualitative interviews with 40 participants, this research integrates three frameworks: (1) the ABC-E model of AIL, encompassing affective, behavioral, cognitive, and ethical dimensions; (2) CKP, which involves competences such as collaboration, integration, creativity, sustainability, adaptability, engagement, and technological aspects; and (3) IL principles . Cultural interpretations are informed by Hofstede’s six-dimensional model of national culture, with a focus on the Power Distance Index (PDI) and the Individualism–Collectivism (IDV) dimensions. Quantitative analysis employed PLS-SEM and Fuzzy Set Qualitative Comparative Analysis (fsQCA) to uncover linear and non-linear relationships, while qualitative findings supported the multi-group analysis. Cross-cultural comparisons revealed that Finland emphasizes ethical AI use, China highlights innovation, Bangladesh focuses on problem-solving applications, and Turkey reflects multicultural collaboration—each of which influences students’ engagement with AI tools in distinct ways. The findings underscore CKP as a critical bridge between AIL and IL, highlighting the need for context-sensitive, collaborative pedagogies that equip students to address AI-driven challenges and lead inclusively in diverse global settings.