26 U 0206:06-11-26 0206:06-11-26 10:15:59.000 0206:06-11-26 utf8 0 Osu Text txt Computermedien c Online-Ressource cr 1988444691 10.15837/aijes.v20i1.7628 KXP 1988444691 eng rda 2026 https://univagora.ro/jour/index.php/aijes/article/download/7628/2555/19312 application/pdf H LF https://doi.org/10.15837/aijes.v20i1.7628 R LF DE-206 Namensnennung - Nicht kommerziell - Keine Bearbeitungen 4.0 International CC BY-NC-ND 4.0 Creative Commons https://creativecommons.org/licenses/by-nc-nd/4.0/ DE-206 Open Access Controlled Vocabulary for Access Rights http://purl.org/coar/access_right/c_abf2 AI chatbots drastically outperform secondary students on the test of economic literacy Andraž Konc Andraž Konc VerfasserIn aut 20 2026 1 259-268 Enthalten in 1883188261 Obv zdb/3181613-7 2067-7669 Agora international journal of economical sciences Oradea Agora University Press 2016 Online-Ressource 202600000200001741 FS Artificial Intelligence DE-206 FS AI Chatbots DE-206 FS Economic Literacy DE-206 FS Assessment DE-206 FS Economics Education DE-206 49 Aufsatz in Zeitschrift Article This paper examines the performance of generative artificial intelligence models (OpenAI ChatGPT, Google Gemini, Microsoft Copilot) on the Test of Economic Literacy and compares their results with those of U.S. and Slovenian secondary school students. The study aims to assess whether AI systems demonstrate comparable or even superior levels of economic knowledge and to explore potential language-related differences in test performance. Descriptive statistics and item-level analysis are used to identify patterns and inconsistencies across languages when comparing AI test-takers and secondary students. Results show that AI models achieved near-perfect accuracy, while students performed significantly lower on average. The analysis also highlights differences in the length and explanatory depth of responses among the AI models. Findings contribute to current debates on assessment validity, AI use in economic education, and the future of multiple-choice testing in digitally augmented learning environments. The paper underscores the need for responsible integration of AI into educational frameworks, safeguarding the credibility of learning and the support for the sustainable development of economic knowledge. 26 PICA 06-11-26 06-11-26 10:15:59.000 utf8 06-11-26 7827 0206 506279644X 06-11-26 x1z