Digital Literacy in Addressing the Risks of Generative Artificial Intelligence Video Production: An Instrumental Case Study of Generation Z Content Creators on TikTok

Abstract

The rapid proliferation of generative artificial intelligence (AI) video technologies has transformed digital content production while simultaneously amplifying risks of misinformation, visual homogenisation, and ethical concerns. Despite growing scholarly attention to AI and digital literacy, limited research examines how content producers, rather than consumers, enact digital literacy to navigate these risks. This study addresses this gap through an instrumental case study of Generation Z content creators on TikTok. Drawing on Belshaw’s Eight Essential Elements of Digital Literacies as the analytical framework, data were collected via in-depth interviews, observation, and documentation from three purposively selected creators and analysed using Miles, Huberman, and Saldaña’s qualitative procedures. Findings reveal that digital literacy practices extend beyond technical proficiency in operating AI tools to encompass critical evaluation, contextual awareness, ethical judgement, and responsible distribution decisions throughout the production process. Theoretically, the study repositions digital literacy from a predominantly consumer-oriented construct toward a producer-oriented governance mechanism that enables creators to direct, evaluate, and regulate AI-mediated communication. Practically, the results underscore the necessity of integrating technological competence with ethical responsibility to safeguard the integrity of the digital public sphere. These insights contribute to advancing digital literacy scholarship in the generative AI era.