Bülent KIRAN, Ayşegül SOYDAM
Journal of Research in Pharmacy - 2026;30(4):1115-1123
This study aimed to determine the levels of artificial intelligence (AI) literacy and ethics among undergraduate pharmacy students and identify key sociodemographic and educational factors. A cross-sectional online survey was conducted among 324 volunteer students at the Faculty of Pharmacy, Ege University. The questionnaire included sociodemographic items, the Artificial Intelligence Literacy Scale, and the Artificial Intelligence Ethics Scale. Descriptive and inferential statistics and multiple linear regressions were used. Male students had higher total AI literacy scores than female students (31.79 +/- 5.02 vs. 30.00 +/- 4.75; p = 0.002; Cohen's d = 0.370). Students with prior AI/programming education also had higher AI literacy scores (32.65 +/- 5.22 vs. 30.35 +/- 4.81; p = 0.005; Cohen's d = 0.473). Higher self-reported technology-use skill levels were associated with higher AI literacy. AI literacy and AI ethics were positively but weakly correlated (r = 0.199; 95% CI: 0.092-0.301; p < 0.001). In the regression model, only conscious AI use significantly predicted the AI ethics scores (B = 0.554; 95% CI: 0.172-0.936; p = 0.005). These findings suggest that AI literacy and ethics should be addressed as complementary educational outcomes in the curriculum. Integrating AI literacy with ethical reasoning, transparency, accountability, data privacy, and patient-centered decision-making may better prepare future pharmacists for responsible AI use.
