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Abstract
Artificial intelligence (AI) literacy is an indispensable skill in the Fourth Industrial Revolution. Many countries and institutions have cultivated specialty and basic AI literacy at various levels to ensure a competitive edge in AI and related fields. Many universities have followed this trend but often suffer from an unsuitable curriculum for AI literacy. This questionnaire-based study determines whether a distinguishable difference in perspective regarding AI literacy education exists in students of various majors. Additionally, this study investigates which majors are more positive, interested, and demanding regarding university AI liberal arts classes to design an effective AI literacy curriculum. The participants are 452 nonscientific or nonengineering undergraduate students who took the 15-week AI liberal arts class at a university in Seoul, Korea, in 2021. The survey was conducted at the end of the semester. The analysis demonstrated that different perspectives exist for various majors and that students in business or economics majors were more interested and positive concerning AI education than those in other majors. Students with arts or physical education majors were least interested in AI literacy. These results highlight the need to design an AI literacy curriculum considering major-specific characteristics to enhance education and student satisfaction with AI education. Keywords: Artificial Intelligence (AI) literacy, AI education, different perspectives, Artificial Intelligence Education Platforms, Education Policy
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