AI Literacy Among Journalism Students in Khyber Pakhtunkhwa: An Analysis of Influencing Factors Through the Knowledge Gap Hypothesis

Abstract

This study investigates the level of Artificial Intelligence (AI) literacy among journalism and mass communication students in Khyber Pakhtunkhwa (KP), Pakistan. Grounded in the Knowledge Gap Hypothesis, the research explores how socioeconomic status, geographic background (urban/rural), academic standing (junior/senior), and institutional resources influence students' understanding, use, evaluation, and critical thinking regarding AI tools, websites, software, and applications. Employing a quantitative survey methodology, data were collected from 141 students across multiple universities in KP. The results reveal significant disparities in AI literacy linked to demographic and institutional variables. While a majority of students demonstrate strong understanding of AI in print, television, and online media, their competence in using AI tools for academic and professional journalism varies widely. Socioeconomic barriers, limited exposure, and infrastructural constraints contribute to lower AI literacy in rural and underfunded institutions. The study concludes that enhanced training, curriculum integration, and policy-level reforms are crucial to equipping future journalists with the necessary AI skills to thrive in a rapidly evolving media environment. Recommendations are offered for students, faculty, higher education authorities, and policymakers to bridge the digital knowledge divide and promote responsible and effective AI usage in journalism education.