Digital and AI Literacy of Graduate School Students

The rapid advancement of digital technologies and artificial intelligence (AI) has significantly transformed educational practices, requiring teachers to develop competencies that support the effective and ethical integration of these tools into teaching and learning. This study examined the digital and AI literacy of public school teachers enrolled in graduate programs, focusing on their profiles, levels of literacy across key dimensions, differences based on selected variables, and the relationship between digital and AI literacy. A quantitative descriptive-correlational research design was employed, involving 35 graduate student teachers from a private higher education institution in the Philippines. Data were collected using a validated, structured questionnaire adapted from established digital and AI literacy frameworks. Statistical tools including frequency, percentage, weighted mean, t-test, one-way ANOVA, and Pearson correlation were used for the analysis. The findings revealed that respondents demonstrated high levels of digital literacy, particularly in digital communication, and high levels of AI literacy, with ethical use of AI as the strongest dimension. However, relatively lower levels were observed for online research skills and knowledge of AI. No significant differences were found when respondents were grouped according to age, sex, teaching experience, and grade level, while significant differences were observed based on ICT/AI training exposure and frequency of usage of AI tools. Furthermore, a strong positive relationship between digital and AI literacies was identified. Based on these findings, a Digital and AI Literacy Enhancement Program is proposed to strengthen teachers’ competencies and support continuous professional development in integrating emerging technologies into education.