# AI Literacy, Safety Awareness, and STEM Career Aspirations of Australian Secondary Students: Evaluating the Impact of Workshop Interventions

arXiv: https://arxiv.org/abs/2601.22486 · HTML: https://mlsanity.com/paper/2601.22486/

## Key facts

- Cited by 1 papers in the map (data through 14 Oct 2026).
- Builds on 5 of its 37 references that are in the map.
- First posted on arXiv 30 Jan 2026.

## Builds on (most cited first, 5 of 5)

- [Do People Engage Cognitively with AI? Impact of AI Assistance on Incidental Learning](https://mlsanity.com/paper/2202.05402/) (2022)
- [Artificial Intelligence across Europe: A Study on Awareness, Attitude and Trust](https://mlsanity.com/paper/2308.09979/) (2023)
- ["From Unseen Needs to Classroom Solutions": Exploring AI Literacy Challenges & Opportunities with Project-based Learning Toolkit in K-12 Education](https://mlsanity.com/paper/2412.17243/) (2024)
- [A Structured Unplugged Approach for Foundational AI Literacy in Primary Education](https://mlsanity.com/paper/2505.21398/) (2025)
- [Learning to Use AI for Learning: Teaching Responsible Use of AI Chatbot to K-12 Students Through an AI Literacy Module](https://mlsanity.com/paper/2508.13962/) (2025)

## Built on by (most cited first, 1 of 1)

- [Gender Differences in AI Literacy Workshop Outcomes and Deepfake Engagement](https://mlsanity.com/paper/2606.14718/) (2026)

## Abstract (arXiv)

Deepfakes and other forms of synthetic media pose growing safety risks for adolescents, yet evidence on students' exposure and related behaviours remains limited. This study evaluates the impact of Day of AI Australia's workshop-based intervention designed to improve AI literacy and conceptual understanding among Australian secondary students (Years 7-10). Using a mixed-methods approach with pre- and post-intervention surveys (N=205 pre; N=163 post), we analyse changes in students' ability to identify AI in everyday tools, their understanding of AI ethics, training, and safety, and their interest in STEM-related careers. Baseline data revealed notable synthetic media risks: 82.4% of students reported having seen deepfakes, 18.5% reported sharing them, and 7.3% reported creating them. Results show higher self-reported AI knowledge and confidence after the intervention, alongside improved recognition of AI in widely used platforms such as Netflix, Spotify, and TikTok. This pattern suggests a shift from seeing these tools as merely "algorithm-based" to recognising them as AI-driven systems. Students also reported increased interest in STEM careers post-workshop; however, effect sizes were small, indicating that sustained approaches beyond one-off workshops may be needed to influence longer-term aspirations. Overall, the findings support scalable AI literacy programs that pair foundational AI concepts with an explicit emphasis on synthetic media safety.