Mapping the AI Divide in Undergraduate Education: Community Detection in Disciplinary Networks and Survey Evidence

TL;DR

This study maps the AI divide in undergraduate education by analyzing disciplinary networks and survey data, revealing disparities in AI literacy and motivation among students, and highlighting curriculum structure as a key factor.

Contribution

It introduces a novel framework combining network science and survey evidence to diagnose and address the AI divide in higher education.

Findings

Science dominant students outperform peers in AIGC literacy.

Motivational efficacy partially mediates the AI divide.

Curriculum structure influences technological fluency.

Abstract

As artificial intelligence-generated content (AIGC) reshapes knowledge acquisition, higher education faces growing inequities that demand systematic mapping and intervention. We map the AI divide in undergraduate education by combining network science with survey evidence from 301 students at Nanjing University, one of China's leading institutions in AI education. Drawing on course enrolment patterns to construct a disciplinary network, we identify four distinct student communities: science dominant, science peripheral, social sciences & science, and humanities and social sciences. Survey results reveal significant disparities in AIGC literacy and motivational efficacy, with science dominant students outperforming humanities and social sciences peers. Ordinary least squares (OLS) regression shows that motivational efficacy--particularly skill efficacy--partially mediates this gap, whereas usage efficacy does not mediate at the evaluation level, indicating a dissociation between perceived utility and critical engagement. Our findings demonstrate that curriculum structure and cross-disciplinary integration are key determinants of technological fluency. This work provides a scalable framework for diagnosing and addressing the AI divide through institutional design.