Abstract
This case study examines how students were positioned as experts in shaping artificial
intelligence (AI) literacy curricula at a United Kingdom university. Academic staff, students and
professional services collaborated to co-create an AI literacy framework with a focus on
generative AI, addressing institutional and learner needs. Guided by partnership principles of
reciprocity, respect and shared responsibility, the project responded to the opportunities and
challenges of AI in higher education (HE).
Following a cross-disciplinary survey which captured student perceptions of generative AI use,
two student partners were appointed; their roles evolved from research interns to co-designers
and co-evaluators during this funded project. They have co-led focus groups with students,
conducted data analysis and synthesis and undertaken peer consultation and evaluation to
co-develop guidance resources on ethics, integrity, bias and responsible AI use.
Two key outputs resulted from this collaboration: a four-step AI literacy framework and an
online tutorial which are now embedded in central pre-enrolment and academic skills
programmes. Framing students as co-designers helped both 1) to enrich staff understanding
of student perceptions of generative AI use for learning and 2) to enable the students to
enhance their research, collaboration, communication and leadership skills. The study
contributes to the current discourse on fostering critical, responsible AI literacies in HE through
the lens of students as partners.