Exploring AI competency in Chinese undergraduates through the UNESCO framework

Despite China's strategic emphasis on AI education, gaps remain in evaluating undergraduates' competencies and applying international frameworks in this context. The UNESCO AI Competency Framework for Students lacks empirical validation, especially in non-Western settings. This study validates it using survey data from 583 undergraduates across 13 institutions in 9 Chinese cities. We examined four dimensions: Human-centered mindset, Ethics of AI, AI techniques and applications, and AI systems design. Students showed stronger competencies in mindset and ethics than in technical areas. First-years reported higher technical skills than seniors, challenging progression models. Principal component analysis confirmed the four-dimensional structure, with multivariate analyses revealing limited gender and discipline effects, mainly in technical aspects. Findings highlight a theory-practice gap misaligned with national priorities for practical skills. We recommend curriculum reforms via AI co-creation, spiral design, and personalized pathways for responsible AI engagement. This advances theoretical insights and practical guidance for higher education.