Artificial intelligence in higher education: institutional strategies and comparative Iberian student perceptions

Abstract

This study examines the role of institutional university communication in fostering media and information literacy related to artificial intelligence in higher education, as well as students’ perceptions of such communication in Spain and Portugal. In a context where AI technologies are increasingly integrated into academic environments, understanding how universities communicate about their use becomes essential for promoting critical and informed engagement. The research adopts a comparative design that combines content analysis of Instagram posts published by the Universidade do Algarve and the Universidad de Cádiz during 2025 with survey data collected from 100 university students. The findings reveal the presence of differentiated communication models regarding artificial intelligence: an instrumental approach focused on practical use and efficiency, and a normative-pedagogical approach oriented toward ethical considerations and critical awareness. However, the results also indicate a significant gap between institutional communication and the effective development of students’ media literacy. Despite the widespread use of AI tools among students, participants report limitations in the clarity, usefulness, and critical orientation of institutional messages, expressing a demand for more structured and targeted training. The study highlights that institutional communication extends beyond an informative function, acting as a key mechanism for shaping digital competencies and critical thinking in higher education. These findings underscore the need for more pedagogically oriented communication strategies that support responsible and reflective uses of artificial intelligence.