Assessing AI Literacy among High School Students through the ABCE Framework: Implications for Technology Management Initiatives

This study assessed the artificial intelligence (AI) literacy of high school students at Biasong National High School, Balamban, Cebu, during the School Year 2025–2026, using the Affective, Behavioral, Cognitive, and Ethical (ABCE) framework. Employing a descriptive-correlational research design, the study aimed to examine students’ levels of AI literacy, identify relationships among the ABCE dimensions, and explore differences based on demographic and contextual factors, including age, gender, grade level, and access to AI-related technologies. A structured questionnaire adapted from Ng, Leung, and Chu (2023) was administered to 120 students, and data were analyzed using descriptive statistics, Pearson correlation, and inferential tests at a 0.05 level of significance. Results revealed that students demonstrated moderate to high levels of affective engagement and ethical awareness, while behavioral participation and cognitive understanding of AI were moderate. Significant differences in AI literacy were observed based on age, gender, and access to digital technologies, highlighting the influence of demographic and resource-related factors. Strong positive correlations were found among all ABCE dimensions, indicating that students’ attitudes, engagement, knowledge, and ethical reasoning are interdependent. Based on these findings, the study proposed the AI-LIFT (Artificial Intelligence Literacy Integration for Future-Ready Teens) Program, a technology management initiative designed to enhance students’ AI competencies through structured learning, ethical awareness, collaborative projects, and equitable access to AI tools. The study underscores the importance of integrating AI literacy into secondary education, fostering holistic development across affective, behavioral, cognitive, and ethical domains, and equipping students to navigate an increasingly AI-driven world responsibly.