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<\/div>\n","protected":false},"excerpt":{"rendered":"The College of Education Ibn Rushd for Humanities at the University of Baghdad held a discussion of a master\u2019s thesis entitled \u201cDigital Literacy According to Artificial Intelligence Applications and Its Relationship to Productive Thinking among Postgraduate Students\u201d, submitted by Ahmed Falah Dawood, a researcher in the Department of Educational and Psychological Sciences, specializing in Curriculum and Instructional Methods.<\/p>\n
The discussion committee was chaired by Prof. Dr. Shatha Adel Farman, with Prof. Dr. Manal Mohammed Ibrahim serving as a member and supervisor, and Assoc. Prof. Dr. Abbas Lafta Hassan as a member. Assoc. Prof. Dr. Firas Taher Hussein from the Open Educational College joined the committee as an external member.<\/p>\n
The study aimed to measure the level of digital literacy based on artificial intelligence applications among postgraduate students, identify their level of productive thinking, examine the nature of the relationship between the two variables, determine the extent to which digital literacy contributes to explaining variations in productive thinking, and identify differences according to gender and academic specialization.<\/p>\n
The findings showed that postgraduate students possessed a good level of digital literacy in light of artificial intelligence applications and a high level of productive thinking. The study also revealed a statistically significant positive correlation between digital literacy, across its various dimensions, and productive thinking, highlighting the importance of students\u2019 digital knowledge and skills in enhancing their ability to think, analyze, and generate solutions.<\/p>\n
The findings further indicated that this relationship was evident among both male and female students and across both scientific and humanities specializations, with limited differences in some dimensions. In addition, digital literacy made a statistically significant contribution to explaining variations in productive thinking, according to the reported percentages. These findings highlight the importance of developing AI-related digital literacy as a supportive approach to fostering productive thinking among postgraduate students.<\/p>\n
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