Trust, encompassing cognitive and emotional dimensions, is foundational for the adoption and sustained use of technology. As generative AI (GenAI) tools reshape information-seeking behaviours in higher education, understanding students' trust in these systems is crucial. This study explores models of trust in GenAI, drawing from Jacovi et al.’s (2021) contractual trust framework and others. These models highlight trust as a dynamic construct shaped by user expectations, satisfaction, risk perception, competence, and benevolence.

Through the lens of calibrated trust, we examine how students form trust judgments when using GenAI for academic research. Using a scenario-based survey and a validated trust measurement instrument, we assessed students' perceptions of two AI chatbots. The research aims to:

1. Assess the extent to which students trust or distrust GenAI in academic research.
2. Identify key factors that influence trust perceptions, including transparency and reliability.

Findings from this study will provide insights into how students calibrate trust in AI-based search tools, informing AI system design to foster appropriate trust levels. Additionally, results will help educators and administrators guide students in effectively integrating GenAI into academic research practices.

The LevUL Up Digital Skills Hub (DSH) is an institutionally available Brightspace site launched in September 2023 to help University of Limerick (UL) students, and the staff who teach them, build confident, current, and literate digital practices. Grounded in recognised digital competence frameworks, the DSH offers a Discovery Tool self-diagnostic, a growing “Digital Essentials” series of asynchronous self-study lessons authored by the Digital Skills team, and a rolling calendar of live workshops. Since launch, over 2,200 people have self-enrolled, with 95% of survey respondents (~250) rating their self-study lesson experience positively.
DSH lessons such as 'AI Essentials: Student Guide to GenAI' are now embedded in modules across Arts, Business, E-learning, and Nursing, often as graded coursework, and are increasingly linked from programme information pages as UL’s de facto student introduction to GenAI.
We argue that the DSH itself inhabits a “here-and-not-yet” state. It is used and valued yet must evolve rapidly as the GenAI and wider digital skills landscape shifts.
Engagement data, student and lecturer reflections, and small team workflows will illustrate how content remains relevant and context-aware across disciplines.
Attendees will take away a practical model for scalable, UDL-aligned, curricular integration of GenAI (and other digital literacies) informed by national integrity and policy drivers.

In Spring 2025, the University of Limerick (UL) organised a series of 'Let’s Talk GenAI' workshops aimed at enhancing staff awareness of Generative AI (GenAI), aligning with the EU AI Act's Article 4 on AI literacy. This paper outlines the collaborative process of designing learning resources for these workshops, focusing on two introductory sessions and highlighting key insights and lessons learned from a learning design perspective.

The series aimed to build staff confidence in using GenAI, regardless of their role or technical background. The workshop resources were designed to be engaging, inclusive and accessible, featuring presentations, interactive activities based on real-world scenarios, and takeaway materials. The workshops promoted a critical approach to using GenAI and included discussions on the opportunities and challenges that GenAI presents for the University and higher education.

We will also share some broader insights into the practicalities of creating GenAI literacy initiatives for a diverse staff body, acknowledging that UL doesn’t have all the answers in this rapidly evolving field. Attendees will learn about an approach to developing GenAI literacy that creates space for meaningful conversations around GenAI, while also supporting the broader literacy objectives of the EU AI Act.

AI Literacy in the Classroom is a national training initiative designed to enhance post-primary teachers’ AI literacy skills and empower them to guide students in the safe, informed and ethical use of AI.

Developed in response to a skills and training gap for critical AI literacy identified by Oide [1] and other European education leaders [2], the programme was launched in October 2024 with support from Google. It is led by AI literacy and ethics experts from the Research Ireland ADAPT Centre, Dublin City University, and partner institutions.

Created with teachers for teachers, AI Literacy in the Classroom combines half-day, in-person workshops at education centres across Ireland with a free, 90-minute self-led online course available via the initiative’s website www.adaptcentre.ie/ai-literacy-in-the-classroom. The online course comprises two modules – AI Literacy, and AI Ethics – and provides educators with expert insights and access to short activities designed to help them explore ethical AI with their students.

The initiative has already trained 340 post-primary educators, significantly boosting their understanding and confidence around AI. Evaluation data show 96% of participants reported an improved ability to explain AI principles and ethics, 92% felt more confident discussing AI with students, and 97% would recommend the workshops to colleagues. Online course feedback has been overwhelmingly positive, with participants describing it as “informative,” “accessible,” and “engaging.”

This presentation will share insights and lessons from the programme’s first phase, including participant feedback and emerging priorities and plans for future training provision.

[1] National professional development service for teachers and school leaders, established under the Department of Education of Ireland

[1] Navigating the Future of Education (2024). Better Internet for Kids. European Commission. https://better-internet-for-kids.europa.eu/en/news/navigating-future-education-educators-insights-ai-integration-and-challenges-greece-hungary