Abdullah Alenezi Department of Curriculum and Instructional Technology, Northern Border University, Arar (Saudi Arabia)
Abdulhameed Alenezi Department of Instructional Technology, Jouf University, Jouf (Saudi Arabia)
Keywords
AI Literacy, STEM Education, Humanities, Interdisciplinary Learning, Teaching Strategies, Curriculum Development, Ethics in AI
Abstract
Artificial intelligence (AI) literacy has become an essential competency in higher education across disciplines, yet the teaching approaches and content requirements differ significantly between STEM and humanities fields. This mixed-methods study investigates these differences, focusing on the pedagogical strategies, AI literacy needs, and institutional gaps that exist between the two domains. A quasi-experimental design was applied using a structured questionnaire with 25 university students (12 from STEM and 13 from humanities). Quantitative data were analyzed through descriptive statistics, while qualitative data were examined using thematic analysis. The findings reveal that STEM students prioritize technical skills such as programming and algorithmic logic, whereas humanities students emphasize conceptual understanding, ethical reasoning, and the social impact of AI. Both groups express concern over insufficient institutional support for comprehensive AI training. The study identifies the need for adaptable, discipline-specific AI curricula and advocates for interdisciplinary learning environments that balance technical and ethical components. This research fills a gap in current literature by empirically comparing AI literacy frameworks across distinct academic traditions and proposes evidence-based recommendations for inclusive AI curriculum development.
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This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors.
Technical information
Received: 2025-04-06 | Reviewed: 2025-05-02 | Accepted: 2025-05-03 | Online First: 2025-07-21 | Published: 2025-07-24
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Abdullah Alenezi., Abdulhameed Alenezi. (2025). Knowledge and Teaching with Artificial Intelligence: Stem Vs. Humanities. Comunicar, 33(82). 10.5281/zenodo.15996228