Asghar, Muhammad ZaheerIqbal, JavedOzbilen, Fatih MutluAbedin, JoinalJarvenoja, HannaWidanapathirana, Ultra2026-02-032026-02-0320252948-29842948-2992https://doi.org/10.1007/s10791-025-09695-yhttps://hdl.handle.net/20.500.12428/34942This study investigates how Artificial Intelligence Literacy (AIL) fosters Inclusive Leadership (IL) development among university students through Collaborative Knowledge Practices (CKP), with cross-cultural insights from Bangladesh, China, Finland, and Turkey. Using a mixed-methods design-combining quantitative surveys of 458 students and qualitative interviews with 40 participants, this research integrates three frameworks: (1) the ABC-E model of AIL, encompassing affective, behavioral, cognitive, and ethical dimensions; (2) CKP, which involves competences such as collaboration, integration, creativity, sustainability, adaptability, engagement, and technological aspects; and (3) IL principles. Cultural interpretations are informed by Hofstede's six-dimensional model of national culture, with a focus on the Power Distance Index (PDI) and the Individualism-Collectivism (IDV) dimensions. Quantitative analysis employed PLS-SEM and Fuzzy Set Qualitative Comparative Analysis (fsQCA) to uncover linear and non-linear relationships, while qualitative findings supported the multi-group analysis. Cross-cultural comparisons revealed that Finland emphasizes ethical AI use, China highlights innovation, Bangladesh focuses on problem-solving applications, and Turkey reflects multicultural collaboration-each of which influences students' engagement with AI tools in distinct ways. The findings underscore CKP as a critical bridge between AIL and IL, highlighting the need for context-sensitive, collaborative pedagogies that equip students to address AI-driven challenges and lead inclusively in diverse global settings.eninfo:eu-repo/semantics/openAccessArtificial intelligence literacyCollaborative knowledge practicesInclusive leadershipHigher educationArticle28110.1007/s10791-025-09695-yN/AWOS:0015500389000012-s2.0-105013167440Q2