@article{icocas831,
	author = {Ana Irhandayaningsih and Sarita Sardina},
	title = {Extending Bawden’s Digital Literacy Framework for the Generative AI Era: A Contextual Approach for Higher Education Learners},
	journal = {Proceedings International Conference of Culture and Sustainable Development},
	volume = {3},
	number = {0},
	year = {2025},
	keywords = {Generative AI; Higher education; Prompt engineering; AI ethics},
	abstract = {This study critically revisits Bawden’s digital literacy framework in light of the rapid integration of generative AI into higher education. Originally designed to address linear human–technology interactions, Bawden’s four-domain model—comprising technical ICT skills, basic literacy, background knowledge, and cognitiveethical perspective—now encounters limitations in guiding students who engage with tools like ChatGPT. Drawing on conceptual analysis and literature synthesis, this paper identifies specific gaps within the original framework and formulates enhancements for each domain. These enhancements include AI tool navigation, prompt design and output evaluation, algorithmic and epistemic awareness, and generative AI ethics. The study also maps observed student behaviors—such as uncritical acceptance of AIgenerated text or lack of attribution—to these framework deficiencies. The findings propose a revised model that treats digital literacy as a dynamic, context-sensitive competency. By aligning foundational literacy with the realities of human–AI collaboration, the enhanced framework offers a more robust pedagogical guide for fostering responsible and critical engagement with generative systems in academic contexts. },
	issn = {3031-5794},	url = {https://proceedings.undip.ac.id/index.php/icocas/article/view/831}
}