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Effect of Artificial Intelligence Education on Adults’ Understanding of AI Limitations

Abstract

Artificial Intelligence Education is increasingly important as adults interact with AI systems in learning, employment, communication, information search, and everyday activities. Although AI tools can perform a wide range of tasks, they are not capable of producing accurate, reliable, or appropriate results in every situation. Limited understanding of these limitations may lead adults to place excessive confidence in AI-generated information or use AI tools in inappropriate circumstances. This study therefore seeks to examine the effect of Artificial Intelligence Education on adults’ understanding of AI limitations and determine whether educational exposure can improve their awareness of the capabilities and boundaries of artificial intelligence technologies. Artificial Intelligence Education provides adults with knowledge about the basic functions, applications, capabilities, and limitations of AI systems. Through appropriate learning activities, adults can learn that AI-generated outputs may contain errors, incomplete information, misleading responses, or inappropriate recommendations. Education can also introduce learners to factors such as data limitations, contextual limitations, uncertainty, and the importance of human judgment when using AI technologies. Such learning experiences can help adults develop realistic expectations about what AI systems can and cannot reliably accomplish. Adults’ understanding of AI limitations refers to their ability to recognize the boundaries of artificial intelligence systems and explain situations in which AI-generated outputs require careful evaluation or human oversight. This understanding includes awareness that AI tools may produce inaccurate information, misunderstand context, reflect limitations in their underlying data, or perform poorly on tasks requiring human judgment and contextual understanding. Artificial Intelligence Education can strengthen this understanding by providing adults with practical examples, demonstrations, discussions, and activities that encourage them to critically examine AI-generated outputs rather than accepting them automatically. The study will adopt a suitable descriptive survey research design. The population will comprise adults participating in selected Adult Education programmes, from which an appropriate sample will be selected using a suitable sampling procedure. Data will be collected through a structured questionnaire and an appropriate assessment designed to measure participants’ understanding of AI limitations. The research instruments will be subjected to appropriate validation procedures, while their reliability will be established before administration. Data collected will be analysed using relevant descriptive and inferential statistical techniques to determine the effect of Artificial Intelligence Education on adults’ understanding of AI limitations. The study is expected to establish that Artificial Intelligence Education has a positive effect on adults’ understanding of AI limitations. It is expected that adults exposed to relevant educational activities will demonstrate greater awareness of the limitations of AI-generated outputs, the possibility of errors, the importance of verification, and situations requiring human judgment. The study may further establish that practical exposure to AI-related examples helps adults develop more realistic expectations concerning the reliability, accuracy, and appropriate application of artificial intelligence tools. The findings are expected to have implications for Adult Education practitioners, programme developers, and facilitators. Adult Education programmes can incorporate practical activities that help learners examine both the useful applications and limitations of AI technologies. Facilitators can use demonstrations, scenario-based exercises, output-evaluation activities, and guided discussions to help adults recognize situations in which AI should not be relied upon without further assessment. Such approaches can strengthen critical digital competence and encourage more informed interaction with emerging AI technologies. The study will be significant to adult learners, Adult Education practitioners, employers, digital literacy organisations, and programme developers by providing insight into the contribution of education to adults’ understanding of AI limitations. It is recommended that relevant Adult Education programmes provide structured learning opportunities covering AI capabilities, limitations, accuracy, verification, human oversight, and responsible technology use. The study concludes that Artificial Intelligence Education can improve adults’ understanding of AI limitations and support more careful, informed, and responsible engagement with artificial intelligence technologies.

Keywords: Artificial Intelligence Education, AI limitations, Adult Education, adult learners, AI literacy, artificial intelligence, digital literacy, AI capabilities, AI accuracy, AI-generated information, human oversight, information verification, technology education, critical digital competence, responsible AI use