Innovating sustainable artificial intelligence citizenship: a qualitative study of the CAITIZEN Model  using ATLAS.ti

Juan Mejía-Trejo

doi:10.55965/setp.5.10.a5

Authors

Juan Mejía-Trejo Universidad de Guadalajara, Guadalajara, Jalisco, México https://orcid.org/0000-0003-0558-1943

DOI:

https://doi.org/10.55965/setp.5.10.a5

Keywords:

sustainable citizenship, artificial intelligence, qualitative study, CAITIZEN model, ATLAS.ti

Abstract

Context. The accelerated integration of artificial intelligence (AI) is transforming social, economic, and civic environments at global, international, and national levels. University students, as actors of citizenship in formation, increasingly interact with AI systems in learning, creativity, and decision-making contexts.

Problem. Educational approaches to AI tend to emphasize efficiency and functionality, while giving limited attention to ethical judgment, algorithmic fairness, and civic responsibility. This imbalance creates tensions between technological adoption and the formation of critically engaged citizens in higher education contexts.

Purpose. The main purpose of this research is to develop and qualitatively substantiate the CAITIZEN model as a multidisciplinary framework for understanding AI-assisted citizenship in formation. The model is aligned with the OECD Oslo Manual, and is positioned as a form of conceptual social innovation integrating ethical regulation, critical AI literacy, human–AI collaboration, and metacognitive transparency, contributing to the Sustainable Development Goals of Agenda 2030.

Methodology. The qualitative research design was implemented between July and December 2025 in Jalisco, Mexico. Based on a sample of 511 undergraduate and graduate students, data were collected through a 55-item questionnaire covering five analytical dimensions and distributed via Google Forms. The data were analyzed using thematic analysis with ATLAS.ti 25.

Theoretical and Practical Findings. The main findings indicate that AI use is structured as an ethical–cognitive–social system rather than as a purely technical practice. The CAITIZEN model contributes theoretically by reframing AI literacy as an ethically grounded capacity, and practically by informing curriculum design and responsible AI governance.

Originality. The study advances sustainable innovation through a multidisciplinary approach that conceptualizes AI-assisted citizenship as a socially embedded and formative process, coherent with the SDG frameworks and OECD innovation principles.

Conclusions and Limitations. The CAITIZEN model provides a coherent framework for responsible AI engagement in higher education. Contextual limitations indicate opportunities for future research at a global level.

Downloads

Download data is not yet available.

Author Biography

Juan Mejía-Trejo, Universidad de Guadalajara, Guadalajara, Jalisco, México

Dr. Juan Mejía Trejo
Born in Mexico City (1964), Mexico

Professional Experience
1986–1987: Electronics Technician, Quality Control Dept., KOKAI Electrónica S.A.
1987–2008: Internal Plant Operations Manager, Teléfonos de México S.A.B. (Western Division)

Academic Background
1987: B.Sc. in Communications and Electronics Engineering, ESIME–IPN
2004: M.B.A. in Telecommunications, INTTELMEX & France Telecom
2010: Ph.D. in Administrative Sciences, ESCA–IPN
2018–2020: Master’s in Business Valuation, Centro de Valores, Mexico

Academic Career – CUCEA, University of Guadalajara
2010–2023: Associate Professor B, Marketing and International Business Dept.
2024–Present: Full Professor C, Business Administration Dept.
2015–2022: Ph.D. Program Coordinator (DCA)

Academic Distinctions
Member, SNII–SECIHTI: Level I (2011), Level II (2019), Level III (2024)
Academic Leadership and Initiatives
2019: Founder, AMIDI — https://amidi.mx
2021: Founder, Scientia et PRAXIS — https://scientiaetpraxis.amidi.mx
2023: Founder, AMIDI.Biblioteca — https://amidibiblioteca.amidi.mx
2022–2025: PI, Frontier Science Project on Social Innovation Management (CONACYT)
2023–2024: Academic designer of AMIDI’s Master's (RVOE ESM14202323) and Doctorate (RVOE ESD14202490) programs in Innovation for Sustainable Development

Academic Output
Author of numerous publications in English and Spanish. See:
Google Scholar

Current Research Area
Innovation Management

Academic Identifiers
ORCID: https://orcid.org/0000-0003-0558-1943
ResearcherID: O-8416-2017 / HMW-2043-2023
Scopus ID: 57189058982

Contact
jmejia@cucea.udg.mx
direccion@amidi.mx
juanmejiatrejo@gmail.com
juanmejiatrejo@hotmail.com

References

Córdova-Esparza, D.-M. (2025). AI-Powered Educational Agents: Opportunities, Innovations, and Ethical Challenges.Information, 16 (6), 469.

https://doi.org/10.3390/info16060469 DOI: https://doi.org/10.3390/info16060469

Decker, M., Wegner, L. & Leicht-Scholten, C. Procedural fairness in algorithmic decision-making: the role of public engagement. Ethics Inf Technol 27, 1 (2025).

https://doi.org/10.1007/s10676-024-09811-4 DOI: https://doi.org/10.1007/s10676-024-09811-4

Demirchyan G (2025) Algorithmic fairness: challenges to building an effective regulatory regime. Front. Artif. Intell. 8:1637134.

https://doi.org/10.3389/frai.2025.1637134 DOI: https://doi.org/10.3389/frai.2025.1637134

Georgieva, I., & Georgiev, G. V. (2025). Exploring the use of generative text AI in design creativity inquiries. Computers in Human Behavior: Artificial Humans, 6, 100219.

https://doi.org/10.1016/j.chbah.2025.100219 DOI: https://doi.org/10.1016/j.chbah.2025.100219

González-Argote J, Maldonado E, Maldonado K. (2025).Algorithmic Bias and Data Justice: ethical challenges in Artificial Intelligence Systems. EthAIca 4:159. DOI: https://doi.org/10.56294/ai2025159

https://ai.ageditor.ar/index.php/ai/article/view/159

Gunasekara, L., El-Haber, N., Nagpal, S., Moraliyage, H., Issadeen, Z., Manic, M., & De Silva, D. (2025). A Systematic Review of Responsible Artificial Intelligence Principles and Practice.Applied System Innovation, 8(4), 97.

https://doi.org/10.3390/asi8040097 DOI: https://doi.org/10.3390/asi8040097

Haidar, H., Suryoputro, G., & Safi’i, I. (2025). Impact of the integration of metacognitive prompts by generative artificial intelligence (GenAI) in collaborative and individual learning in improving writing skills and metacognitive awareness. International Journal of Learning, Teaching and Educational Research, 24(6), 232–250.

https://doi.org/10.26803/ijlter.24.6.11 DOI: https://doi.org/10.26803/ijlter.24.6.11

INEGI (2023). Encuesta Nacional sobre Disponibilidad y Uso de Tecnologías de la Información en los Hogares (ENDUTIH) 2023.

https://www.inegi.org.mx/programas/endutih/2023/

Kong, S. C., & Zhu, J. (2025). Developing and validating an artificial intelligence ethical awareness Scale for secondary and university students: Cultivating ethical awareness through problem-solving with artificial intelligence tools. Computers and Education: Artificial Intelligence, 9, Article 100447. https://doi.org/10.1016/j.caeai.2025.100447 DOI: https://doi.org/10.1016/j.caeai.2025.100447

Mejía-Trejo, J. (2025). Inteligencia artificial y su repercusión en la educación superior. AMIDI Editorial. https://doi.org/10.55965/abib.9786076984543 DOI: https://doi.org/10.55965/abib.9786076984543

Miao, F., & Cukurova, M. (2024). AI competency framework for teachers. UNESCO.

https://doi.org/10.54675/ZJTE2084 DOI: https://doi.org/10.54675/ZJTE2084

Ng, D. T. K., Leung, J. K. L., Chu, S. K. W., & Qiao, M. S. (2021). Conceptualizing AI literacy: An exploratory review. Computers and Education: Artificial Intelligence, 2, Article 100041.

https://doi.org/10.1016/j.caeai.2021.100041 DOI: https://doi.org/10.1016/j.caeai.2021.100041

OECD & Eurostat. (2018). Oslo manual 2018: Guidelines for collecting, reporting and using data on innovation (4th ed.). OECD Publishing.

https://doi.org/10.1787/9789264304604-en DOI: https://doi.org/10.1787/9789264304604-en

OECD (2025). Bridging the AI skills gap: Is training keeping up? OECD Publishing.

https://www.oecd.org/content/dam/oecd/en/publications/reports/2025/04/bridging-the-aiskillsgap_b43c7c4a/66d0702e-en.pdf

OECD & European Commission (2025). AI literacy framework for primary and secondary education. https://learnworkecosystemlibrary.com/initiatives/ai-literacy-framework- for-primary-secondary-education-oecd-ec/

Papagiannidis, E., Mikalef, P., & Conboy, K. (2025). Responsible artificial intelligence

governance: A review and research framework. The Journal of Strategic Information Systems,

(2), 101885. https://doi.org/10.1016/j.jsis.2024.101885 DOI: https://doi.org/10.1016/j.jsis.2024.101885

Pham, N., Pham Ngoc, H., & Nguyen-Duc, A. (2025). Fairness for machine learning software in

education: A systematic mapping study. Journal of Systems and Software, 219, 112244.

https://doi.org/10.1016/j.jss.2024.112244 DOI: https://doi.org/10.1016/j.jss.2024.112244

Rafner, J., Zana, B., Bang Hansen, I., Ceh, S., Sherson, J., Benedek, M., & Lebuda, I. (2025). Agency in Human-AI Collaboration for Image Generation and Creative Writing: Preliminary Insights from Think-Aloud Protocols. Creativity Research Journal, 1–24.

https://doi.org/10.1080/10400419.2025.2587803 DOI: https://doi.org/10.1080/10400419.2025.2587803

Salma, Z., Hijón-Neira, R., & Pizarro, C. (2025). Designing Co-Creative Systems: Five Paradoxes in Human–AI Collaboration.Information, 16 (10), 909.

https://doi.org/10.3390/info16100909. DOI: https://doi.org/10.3390/info16100909

Southworth, J., Migliaccio, K., Glover, J., Glover, J. N., Reed, D., McCarty, C., Brendemuhl, J., & Thomas, A. (2023). Developing a model for AI across the curriculum: Transforming the higher education landscape via innovation in AI literacy. Computers and Education: Artificial Intelligence, 4, 100127. https://doi.org/10.1016/j.caeai.2023.100127 DOI: https://doi.org/10.1016/j.caeai.2023.100127

Stetson, P.D., Choy, J., Summerville, N. et al. Responsible Artificial Intelligence governance in oncology. npj Digit. Med. 8, 407 (2025).

https://doi.org/10.1038/s41746-025-01794-w DOI: https://doi.org/10.1038/s41746-025-01794-w

Tsakeni, M., Nwafor, S. C., Mosia, M., & Egara, F. O. (2025). Mapping the Scaffolding of Metacognition and Learning by AI Tools in STEM Classrooms: A Bibliometric–Systematic Review Approach (2005–2025). Journal of Intelligence, 13 (11), 148.

https://doi.org/10.3390/jintelligence13110148 DOI: https://doi.org/10.3390/jintelligence13110148

United Nations. (n.d.). The 17 Sustainable Development Goals. United Nations.

https://sdgs.un.org/goals

UNESCO & Cámara Nacional de la Industria Electrónica, de Telecomunicaciones y Tecnologías de la Información (CANIETI). (2025, November 4). UNESCO and CANIETI implement a model for ethical and responsible artificial intelligence in Mexican companies. UNESCO.

https://www.unesco.org/en/articles/unesco-and-canieti-microsoft-support-implementmodel-ethical-and-responsible-artificial-intelligence

Xiao, J., Alibakhshi, G., Zamanpour, A., Zarei, M. A., Sherafat, S., & Behzadpoor, S.-F. (2024). How AI literacy affects students’ educational attainment in online learning: Testing a structural equation model in a higher education context. The International Review of Research in Open and Distributed Learning, 25(3), 179–198.

https://doi.org/10.19173/irrodl.v25i3.7720 DOI: https://doi.org/10.19173/irrodl.v25i3.7720

Waaler, P. N., Hussain, M., Molchanov, I., Bongo, L. A., & Elvevåg, B. (2025). Prompt engineering an informational chatbot for education on mental health using a multiagent approach for enhanced compliance with prompt instructions: Algorithm development and validation. JMIR AI, 4, e69820. https://doi.org/10.2196/69820 DOI: https://doi.org/10.2196/69820

Wang, C., & Wang, Z. (2025). Investigating L2 writers’ critical AI literacy in AI-assisted writing: An APSE model. Journal of Second Language Writing, 67, Article 101187.

https://doi.org/10.1016/j.jslw.2025.101187 DOI: https://doi.org/10.1016/j.jslw.2025.101187

Wang N, Kim H, Peng J and Wang J (2025). Exploring creativity in human–AI co-creation: a comparative study across design experience. Front. Comput. Sci. 7:1672735. DOI: https://doi.org/10.3389/fcomp.2025.1672735

https://www.frontiersin.org/journals/computerscience/articles/10.3389/fcomp.2025.1672735/full

WEF (2025). Future of Jobs Report 2025. WEF.

https://www.weforum.org/stories/2025/05/why-ai-literacy-is-now-a-core-competency-in-education/