The rapid adoption of artificial intelligence (AI) across industries is accelerating a global conversation about digital literacy and equality. A new study examines how AI literacy and gender bias intersect in two distinct cultural and technological environments.
Published in Education Sciences under the title “AI Literacy and Gender Bias: Comparative Perspectives from the UK and Indonesia,” the research offers a critical look at the opportunities and barriers shaping participation in the AI-driven era.
Mapping AI literacy across two countries
The study surveyed 192 participants across the United Kingdom and Indonesia, assessing their familiarity with AI tools, understanding of core concepts, and engagement in ethical discussions. The findings highlight notable differences between the two countries that reflect contrasting levels of digital infrastructure and educational exposure.
UK participants demonstrated higher conceptual literacy, particularly in programming and advanced AI concepts, attributed to more established technology education programs and better access to digital training. Indonesian respondents, by contrast, showed strong practical engagement with AI tools such as ChatGPT, Grammarly, and Adobe Firefly but reported less confidence in their deeper understanding of AI systems and processes.
Confidence levels in using AI tools were surprisingly similar between the two groups, indicating that accessibility and exposure, even in environments with limited technical education, can foster comfort with emerging technologies. However, both groups showed limited awareness of AI ethics, signaling a significant gap in understanding issues such as data privacy, algorithmic bias, and responsible usage.
The study also found that educational background and field of study played a pivotal role in shaping AI literacy, often outweighing other factors. Those with STEM-related training were more likely to report advanced skills and conceptual understanding, underscoring the importance of integrating AI education into formal learning pathways.
Persistent gender gaps and bias in tech
While AI adoption is growing globally, gender disparities remain a significant barrier to equitable participation. The study provides a stark view of the gender divide in AI literacy and workplace experiences across the two countries.
In Indonesia, 74.2 percent of female respondents and 60 percent of male respondents reported having no AI literacy. The UK showed comparatively better outcomes, yet gender disparities persisted, with only 26.9 percent of women reporting advanced AI literacy compared to 45.7 percent of men. This highlights a consistent pattern where systemic barriers, rather than individual capabilities, shape outcomes for women in technology fields.
Perceptions of gender bias also differed sharply between countries. UK participants, particularly women, were more likely to report direct experiences of gender bias, with 88.5 percent of UK females acknowledging such instances. In Indonesia, uncertainty prevailed, with 56.1 percent of women indicating they were unsure if bias was present, reflecting cultural nuances and possible underreporting due to social or professional pressures.
Mentorship and support programs emerged as critical differentiators. Indonesian women reported greater access to mentorship initiatives (72.7 percent) compared to their UK counterparts, where support structures are often less visible or inconsistently applied. Despite these programs, significant barriers to leadership remain. UK males were more likely to perceive that women were promoted into leadership positions, but female respondents in both countries reported persistent challenges in accessing advancement opportunities and leadership roles.
Exposure to gender stereotypes was notably higher in Indonesia, where 77.2 percent of women reported frequently hearing comments reinforcing male superiority in technology roles. In the UK, the prevalence of such stereotypes was lower, reported by 42.3 percent of women and 31.4 percent of men, but the data suggests that bias remains a global challenge that undermines confidence and inclusivity.
Pathways toward equality in the AI era
The study urges targeted interventions to address both literacy gaps and gender inequities in AI-related fields. For education systems, the findings point to the importance of integrating structured AI curricula to build conceptual literacy, particularly in countries like Indonesia where practical exposure to AI is not matched by formal training. In the UK, where literacy levels are relatively higher, efforts should focus on fostering inclusivity and ensuring equitable access to advanced training opportunities.
For organizations, mentorship and sponsorship programs play a vital role in supporting women in STEM and AI careers. The visibility and accessibility of these initiatives are essential to dismantle systemic barriers and foster a culture of support. Policies that promote transparent recruitment, evaluation, and promotion processes are critical to addressing perceptions of bias and building trust in organizational systems.
The study also highlights the need for policy-driven investments in equitable AI literacy initiatives. Governments and institutions must collaborate to design programs that are culturally sensitive and tailored to local contexts. This includes expanding outreach to underserved communities, addressing infrastructure gaps, and ensuring that women have equal opportunities to acquire skills relevant to the evolving digital economy.
Furthermore, fostering awareness of AI ethics is critical. As AI tools become deeply embedded in everyday life, the ability to critically evaluate their societal impact, from data privacy to algorithmic bias, will be a necessary component of AI literacy. Both countries show room for growth in promoting discussions and education around responsible and ethical AI use.
