Mapping GenAI Literacy: Disciplinary Differences, Latent Profiles, and Perceptions Among EMI Undergraduates

The advent of GenAI tools has reshaped higher education, offering personalised academic support and aiding non-native English speakers. While traditionally focused on STEM fields, the widespread adoption of GenAI, alongside concerns about accuracy and ethics, emphasises the urgent need for GenAI literacy education across all disciplines. However, gaps remain in the literature regarding how students’ GenAI literacy varies across disciplines and how their underlying literacy profiles are shaped, particularly in EMI contexts, where nonnative English-speaking students face additional linguistic challenges. This study aims to explore the Generative AI (GenAI) literacy of English medium instruction (EMI) undergraduates, with a particular focus on disciplinary variations across engineering, mathematics, and humanities and social sciences. Specifically, it seeks to a) examine differences in GenAI literacy across disciplines, b) identify distinct literacy profiles among disciplinary groups, and c) understand students’ self-perceptions of their GenAI literacy.