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Effect of Adult Education on Adults’ Knowledge of Artificial Intelligence-Generated Content

Abstract

Adult Education provides adults with knowledge and skills needed to understand emerging technologies and respond appropriately to information encountered in everyday life. Artificial intelligence-generated content refers to text, images, audio, video, or other materials produced or substantially modified through artificial intelligence systems. The purpose of this study is to examine the effect of Adult Education on adults’ knowledge of artificial intelligence-generated content. The study will focus on how educational experiences can improve adults’ understanding of AI-generated materials, their characteristics, and the ways in which such content may differ from human-generated information. Adult Education can expose learners to the basic concepts, applications, and characteristics of artificial intelligence-generated content. Through discussions, demonstrations, examples, and practical learning activities, adults can become familiar with how AI systems are used to produce different forms of digital content. Such learning experiences may also help adults understand that AI-generated materials can appear realistic and may require careful examination before being accepted as accurate or authentic. Practical exposure can therefore strengthen adults’ awareness of the presence and characteristics of AI-generated content. Adults’ knowledge of artificial intelligence-generated content involves their understanding of how such content is produced, the forms it can take, and the characteristics that may indicate its use. Adequate knowledge can help adults approach digital information more critically and recognize the need for verification when the origin or accuracy of content is uncertain. Adult Education may improve this knowledge by providing learners with relevant explanations, practical examples, and opportunities to examine different forms of AI-generated materials. 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 knowledge assessment designed to measure adults’ knowledge of artificial intelligence-generated content. 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 Adult Education on adults’ knowledge of artificial intelligence-generated content. The study is expected to establish that Adult Education has a positive effect on adults’ knowledge of artificial intelligence-generated content. Adults who participate in relevant educational activities may demonstrate improved understanding of the meaning, forms, production processes, and characteristics of AI-generated materials. The study may further establish that practical exposure to examples of AI-generated content can improve adults’ awareness of the need to examine the origin and reliability of digital materials before accepting or sharing them. The findings are expected to have implications for Adult Education practitioners, digital literacy facilitators, community learning centres, and organisations involved in adult learning. Incorporating basic AI literacy into Adult Education programmes may help adults develop relevant knowledge for navigating an increasingly AI-supported information environment. Practical activities involving AI-generated text, images, audio, and other digital materials may provide learners with opportunities to develop familiarity with the technology and improve their understanding of its outputs. The study will be significant to adult learners, Adult Education practitioners, digital literacy educators, community organisations, and other stakeholders interested in strengthening adults’ capacity to understand emerging digital technologies. It is recommended that Adult Education programmes should incorporate appropriate AI literacy activities that introduce adults to the nature, forms, and characteristics of artificial intelligence-generated content. The study concludes that Adult Education can serve as an important avenue for improving adults’ knowledge of AI-generated content and supporting more informed engagement with emerging digital information.

Keywords: Adult Education, artificial intelligence, AI-generated content, AI literacy, digital literacy, artificial intelligence awareness, digital content, content generation, AI technology, digital information, technology education, information awareness, content authenticity, digital knowledge, emerging technologies