Authors - Jann Alfred A. Quinto, Mark Teddy D. Quiban Abstract - The increasing integration of generative artificial intelligence (AI) in educational settings calls for stronger development of AI literacy, particularly among students at the start of their academic programs. This study explored the extent to which exposure to generative AI technologies can enhance the AI literacy of first-year Bachelor of Science in Information Technology (BSIT) students. Instructional design was informed by the Technological Pedagogical Content Knowledge (TPACK) and Substitution–Augmentation–Modification–Redefinition (SAMR) frameworks to support meaningful and pedagogically aligned use of technology. The intervention emphasized early conceptual grounding, critical engagement, and responsible interaction with AI systems. To examine its impact, a quasi-experimental one-group pretest–posttest design was employed with 45 participants. A validated AI literacy instrument was administered before and after the intervention. Learning activities incorporated guided interaction with generative AI technologies, structured tasks, and reflective exercises addressing both functional use and ethical considerations. Statistical analysis using a paired-sample t-test was conducted to evaluate changes in performance. Results indicated a statistically significant improvement in posttest scores (p < 0.05). These outcomes suggest that a structured and framework-guided approach to integrating generative AI can strengthen students’ conceptual understanding, applied capabilities, and awareness of ethical issues. Introducing AI literacy early in the BSIT curriculum may help prepare students for the demands of AI-influenced academic and professional environments.
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