Pair digital-infrastructure funding with blended-learning support and AI literacy training for students¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The authors recommend that university policymakers go beyond funding digital infrastructure by also providing blended-learning support and organising AI literacy training, because AI literacy relates to performance "when digital systems are built to support rewarding blended learning experiences". The recommendation follows from the model's significant sequential pathway through LMS quality and satisfaction.

Design Implications¶

Context¶

Requirements¶

• Institutional digital systems (LMS) must be in place and of adequate quality for the pathway to operate

Constraints¶

• Evidence base is a single cross-sectional survey of non-STEM students at one Ghanaian university; preprint, not peer reviewed

Target Learners¶

• non-STEM higher education students

Target Learning Goals¶

• academic performance
• AI literacy
• effective use of blended learning

Related Strategies¶

• Invest in dedicated instructional technology leadership roles and role-specific professional learning for AI literacy
• Make nine 'big plays' across three focus areas — sustaining access infrastructure, upskilling the educator workforce, and upskilling students, families, and caregivers — in state digital equity and BEAD plans

Examples¶

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Key Sources¶

• Charles Atta Koduah, Harry Barton Essel, Prosper Setsoafia, Edmund Boamah Acheampong, and 5 more. (2025). AI Literacy and Academic Performance among Non-STEM Students in KNUST: The Roles of LMS Quality and Blended-Learning Satisfaction. Research Square preprint. https://doi.org/10.21203/rs.3.rs-11239563/v1