Akin, A.I.2025-05-152025-05-15202597898196042582190-3018https://doi.org/10.1007/978-981-96-0426-5_28https://hdl.handle.net/20.500.12469/7336This study aims to exemplify the development of AI literacy in the classroom in an undergraduate setting in Turkey. Learning methods, competencies, and ethical concerns regarding AI literacy are discussed through the assignments, assignment questions, and an after-class survey. Results show that students are aware of AI tools but they do not have a full grasp on writing to-the-point prompts to acquire the results they desire. Though they are eager to embrace AI tools because of the easy and time-efficient ways of reading, doing research, editing, and getting inspiration, they are hesitant because of ethical concerns such as plagiarism, restrictions on creative thinking, biases, false information, and laziness that might arise because of the ease and speed with which they can gather information. © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2025.eninfo:eu-repo/semantics/closedAccessAi In EducationAi In The ClassroomAi LiteracyTurkeyConference Object331339427 SIST10.1007/978-981-96-0426-5_282-s2.0-105003129838N/AQ4