Abstract
Generative AI and large language models (LLMs) are transforming workplace literacy practices in the fourth industrial revolution. This study explored how master's students in educational leadership and teacher education programs at a minority-serving university in a low SES urban metroplex in the south-central USA perceive and experience using LLMs and AI-assisted software. The focus was on how these tools support their learning and help them demonstrate knowledge. Key themes include equitable access to AI tools, diverse applications in academic and professional contexts, building student confidence through support and training, using AI to enhance academic readiness and skills, identifying individual needs, enabling higher order thinking opportunities, and promoting ethical use and academic integrity.By addressing various issues of AI usage, institutions can better support underserved students in using disruptive technologies, contributing to their academic success and professional preparedness. Faculty must ensure students' needs are met before requiring the use of new technologies like generative AI and AI-enabled tools.
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