The nexus of artificial intelligence literacy collaborative knowledge practices and inclusive leadership development among higher education students in Bangladesh China Finland and Turkey

• Published in: Discover Computing Vol. 28; no. 1; pp. 172 - 30
• Main Authors: Asghar, Muhammad Zaheer, Iqbal, Javed, Özbilen, Fatih Mutlu, Abedin, Joinal, Järvenoja, Hanna, Widanapathirana, Ultra
• Format: Journal Article
• Language: English
• Published: Dordrecht Springer Netherlands 01.12.2025; Springer Nature B.V; Springer
• Subjects: Artificial intelligence; Artificial intelligence literacy; Automation; Behavior; Collaboration; Collaborative knowledge practices; Collaborative learning; Colleges & universities; Computer Science; Cultural differences; Data Mining and Knowledge Discovery; Data Structures and Information Theory; Decision making; Digital literacy; Diversity equity & inclusion; Ethics; Fuzzy sets; Generative artificial intelligence; Higher education; Inclusive leadership; Information Storage and Retrieval; Knowledge; Knowledge management; Leadership; Natural Language Processing (NLP); Pattern Recognition; Pedagogy; Problem solving; Professional development; Qualitative analysis; Quantitative analysis; Self-efficacy; Skills; Students; Teams; University students; Bangladesh; Turkey; China; Finland; Artificial intelligence literacy; Higher education; Inclusive leadership; Collaborative knowledge practices
• ISSN: 2948-2992; 1386-4564; 2948-2992; 1573-7659
• DOI: 10.1007/s10791-025-09695-y

This study investigates how Artificial Intelligence Literacy (AIL) fosters Inclusive Leadership (IL) development among university students through Collaborative Knowledge Practices (CKP), with cross-cultural insights from Bangladesh, China, Finland, and Turkey. Using a mixed-methods design—combining quantitative surveys of 458 students and qualitative interviews with 40 participants, this research integrates three frameworks: (1) the ABC-E model of AIL, encompassing affective, behavioral, cognitive, and ethical dimensions; (2) CKP, which involves competences such as collaboration, integration, creativity, sustainability, adaptability, engagement, and technological aspects; and (3) IL principles . Cultural interpretations are informed by Hofstede’s six-dimensional model of national culture, with a focus on the Power Distance Index (PDI) and the Individualism–Collectivism (IDV) dimensions. Quantitative analysis employed PLS-SEM and Fuzzy Set Qualitative Comparative Analysis (fsQCA) to uncover linear and non-linear relationships, while qualitative findings supported the multi-group analysis. Cross-cultural comparisons revealed that Finland emphasizes ethical AI use, China highlights innovation, Bangladesh focuses on problem-solving applications, and Turkey reflects multicultural collaboration—each of which influences students’ engagement with AI tools in distinct ways. The findings underscore CKP as a critical bridge between AIL and IL, highlighting the need for context-sensitive, collaborative pedagogies that equip students to address AI-driven challenges and lead inclusively in diverse global settings.