In contemporary higher education institutions, the goal is not only to equip students with academic knowledge but also to foster multidimensional competencies such as critical thinking, technological literacy, and effective communication skills. In this context, communication education emerges as a fundamental field that contributes to students’ academic, social, and professional development. The increasing use of artificial intelligence (AI) technologies in education necessitates that students possess a certain level of AI literacy in their interactions with digital tools. This study aims to examine university students’ levels of AI literacy within the context of communication education and to discuss the relationship between AI literacy and communication education on both theoretical and empirical levels. Conducted through a quantitative research method with students of Visual Communication Design and Graphic Design at Kütahya Dumlupınar University, the study collected data using a valid and reliable scale and analyzed students’ competencies in understanding, analyzing, and making ethical decisions in communication with AI within the framework of Media Richness Theory. The findings offer suggestions for restructuring communication education in line with technological advancements.