Abstract
This study aims to clarify the components and structure of "AI literacy" through practical research on the use of generative AI in debate learning for second-year junior high school students. With the rapid spread of generative AI, fostering AI literacy has become an urgent issue in education. In this practical study, we observed and analyzed students’ processes of using generative AI, examined argumentation documents, and conducted surveys. As a result, we identified five key components of AI literacy: (1) the ability to articulate intentions, (2) the ability to critically evaluate information, (3) the ability to select and filter information, (4) the ability to distinguish between AI-generated content and one’s own thoughts, and (5) the ability to reflect on one’s use of AI. These components function in a cyclical structure. Based on the findings, we developed a "Generative AI Utilization Checklist" as a guideline for learning in the AI era.
