This study aimed to examine the concept, competence, and educational goals of artificial intelligence (AI) literacy to explore the basic competencies required for life in the AI era. Modern society is foreshadowing a new world, unlike the previous framework. Beyond the ability to read and write, literacy now also implies the ability to network and contact wider circles with greater information. In education, the learner’s frame has gained greater importance than the teacher’s frame. AI is playing a central role in making these changes. Similar to writing, AI has entered the system of everyday life and become a target in basic literacy. This study explored the concept and characteristics of AI literacy. AI contributes to enhancing human abilities by expanding human relationships and the scope of acquiring information. However, these characteristics of AI require humans to independently choose what humans need to know and whom to connect with. Knowing what to know is metacognition. Therefore, this study considered metacognition as the competence of AI literacy. In addition, attempting to acquire more accurate knowledge through metacognition is an effort to anticipate an uncertain future. Thus, the purpose of AI literacy is to have anticipation capabilities.

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In response to the COVID-19 pandemic, educational institutions were forced to turn to online classes that are either recorded or taught live on virtual meeting platforms. Students could, therefore, attend classes from virtually any location using their mobile devices and Internet access. Despite the prolonged pandemic, little attention has been paid to whether offering courses on a virtual meeting platform is sustainable. This study, therefore, explores the antecedents of students’ intentions regarding the sustained use of virtual meeting platforms for academic courses. We investigated the relationship between technology readiness (TR) and perceived social presence (SP) within a virtual communication setting with course satisfaction and sustained use intention. Data were collected via a survey from 525 college students in South Korea who had attended classes using a virtual meeting platform. Serial mediation analysis revealed a pathway in which SP and course satisfaction in series fully mediate the positive relationship between technology readiness and sustainability. This study discusses the implications in relation to the sustainability of virtual technology-based courses as a replacement of live classroom-based courses from a user perspective. Further research is needed to understand users’ negative experiences of attending courses on virtual meeting platforms.

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