Educating for the Algorithmic Age: Mapping AI Literacy

 Co esponding au ho : Da ya Abdulwahab La i
Copy igh © 2025 Au ho (s) e ain he copy igh o his a icle. This a icle is published unde he e ms o he C ea i e Commons A ibu ion Liscense 4.0.
Educa ing o he Algo i hmic Age: Mapping AI Li e acy
Salma Fa ih To iq 1 and Da ya Abdulwahab La i 2, *
1 Depa men o Media S udies, B igh Technical & Voca ional Ins i u e, Hawa y-Sha , Sulaymaniyah, Ku dis an Region,
I aq.
2 Depa men o Media, Technical Ins i u e o Sulaimani, Sulaimani Poly echnic Uni e si y, Sulaymaniyah, I aq.
Wo ld Jou nal o Ad anced Resea ch and Re iews, 2025, 27(02), 2170-2180
Publica ion his o y: Recei ed on 14 July 2025; e ised on 26 Augus 2025; accep ed on 28 Augus 2025
A icle DOI: h ps://doi.o g/10.30574/wja .2025.27.2.3045
Abs ac
AI echnologies a e inc easingly embedded in he social, educa ional, and economic dimensions o daily li e, p omp ing
a g owing ecogni ion o he need o widesp ead AI li e acy. This s udy conduc s a sys ema ic scoping e iew o
syn hesize cu en concep ualiza ions, educa ional implemen a ions, and assessmen s a egies o AI li e acy ac oss
di e se lea ning en i onmen s. Following PRISMA-ScR guidelines, 47 pee - e iewed s udies published be ween 2019
and 2024 we e analyzed o iden i y key dimensions o AI li e acy and hei alignmen wi h b oade pedagogical goals.
The e iew e eals ha AI li e acy encompasses mo e han echnical compe encies; i includes e hical easoning, c i ical
hinking, and socio-cul u al awa eness, ye emains inconsis en ly de ined and une enly implemen ed ac oss
educa ional se ings. Using a six-cons uc axonomy and iangula ion wi h p ominen amewo ks, he s udy iden i ies
signi ican dispa i ies in cu icula in eg a ion, educa o p epa edness, and access o alida ed assessmen ools. These
indings unde sco e he u gen need o cohe en , inclusi e, and in e disciplina y app oaches o AI li e acy educa ion.
The s udy con ibu es o he ield by mapping i s cu en landscape, exposing concep ual and p ac ical gaps, and o e ing
di ec ion o u u e esea ch, cu iculum de elopmen , and policy o ma ion aimed a os e ing equi able and c i ical
engagemen wi h AI sys ems.
Keywo ds: AI li e acy; Educa ion; Digi al Compe encies; E hical Technology Use; Sys ema ic e iew
1. In oduc ion
AI and ad anced communica ion echnologies a e apidly ans o ming he ab ic o mode n li e (So oo i Sa abi e al.,
2023). F om he way indi iduals access in o ma ion and communica e o how decisions a e made in heal hca e (Toosi
e al., 2025), educa ion (Rahma ian & Sha ajsha i i, 2021), and go e nance (Fa ell, 2025), he in luence o in elligen
sys ems has become deeply embedded in he ou ines and in as uc u es o daily exis ence (Khodabin e al., 2024).
Voice assis an s media e in e ac ions, ecommenda ion algo i hms shape social and poli ical discou se, and au oma ed
sys ems inc easingly handle asks once conside ed uniquely human (Zubo , 2023). In pa allel, ubiqui ous connec i i y,
eal- ime da a ansmission, and digi al pla o ms ha e undamen ally al e ed human communica ion pa e ns,
eshaping how indi iduals o m ela ionships, lea n, wo k, and pa icipa e in ci ic li e (Nos a y e al., 2025). These
ans o ma ions a e no ma ginal o pe iphe al— hey a e s uc u al and global, ca ying p o ound implica ions o
socie al unc ioning, indi idual agency, and democ a ic engagemen .
In his con ex , li e acy is no longe con ined o eading and w i ing in adi ional o ms bu has e ol ed o encompass
he abili y o c i ically engage wi h and na iga e he digi al and algo i hmic sys ems ha inc easingly go e n e e yday
li e. AI li e acy, in pa icula , eme ges as a ounda ional compe ency necessa y o in o med pa icipa ion in a wo ld
whe e in elligen echnologies a e omnip esen ye o en opaque (Bahmani and Ja ahe i Teh ani, 2025). Unlike
con en ional digi al li e acy, AI li e acy equi es indi iduals o no only ope a e echnological ools bu also o
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unde s and how algo i hmic sys ems unc ion, in e p e da a, and make decisions. I in ol es he capaci y o ecognize
he limi a ions, biases, and e hical conside a ions inhe en in AI sys ems, as well as he abili y o e alua e hei impac s
on socie y, p i acy, labo , educa ion, and isk managemen (Sakhaei e al., 2024). Wi hou hese skills, indi iduals a e a
isk o becoming passi e consume s o algo i hmic decisions a he han ac i e, c i ical pa icipan s in shaping he
echnological landscapes ha a ec hei li es.
The necessi y o AI li e acy is hus bo h p ac ical and epis emological. On a p ac ical le el, AI is inc easingly embedded
in p o essional wo k lows ac oss di e se sec o s— om ag icul u e o law, om jou nalism o medicine. The abili y o
unde s and and esponsibly in e ac wi h AI sys ems is becoming a p econdi ion o employabili y, adap abili y, and
li elong lea ning. On a deepe le el, AI li e acy suppo s he de elopmen o c i ical consciousness, enabling indi iduals
o ques ion how echnological sys ems e lec and ep oduce powe ela ions, cul u al alues, and s uc u al
inequali ies. I allows people o mo e beyond me e usage owa d hough ul engagemen , empowe ing hem o ask no
only "how does his sys em wo k?" bu also "whose in e es s does i se e?" and "wha a e he b oade implica ions o
i s deploymen ?" In his sense, AI li e acy is insepa able om ci ic li e acy and democ a ic pa icipa ion in he digi al
age.
People o he wo ld a e ic easingly using new communica ion echnologies o di e en pu poses (Shahghasemi,
Gholami & Alikhani, 2025) and despi e he g owing impo ance o AI li e acy, he e emains a lack o consensus abou
wha i en ails and how i should be cul i a ed ac oss di e en educa ional con ex s. Unlike adi ional subjec a eas
wi h well-es ablished cu icula and lea ning s anda ds, AI li e acy is a ela i ely new and e ol ing ield. I in e sec s
wi h mul iple disciplines—compu e science, e hics, educa ion, sociology, psychology—each o e ing di e en
pe spec i es on wha compe encies a e mos impo an . Some app oaches emphasize echnical unde s anding and
p og amming skills; o he s p io i ize e hical e lec ion, c i ical hinking, o socie al awa eness. This concep ual plu ali y
e lec s he complexi y o AI i sel bu also poses signi ican challenges o designing educa ional p og ams, assessmen
ools, and policy amewo ks ha can e ec i ely os e AI li e acy ac oss popula ions.
Mo eo e , he implemen a ion o AI li e acy educa ion is une en ac oss demog aphic, ins i u ional, and geog aphical
lines. While some highe educa ion ins i u ions and K-12 sys ems ha e begun in eg a ing AI opics in o cu icula, such
e o s a e o en ad hoc, expe imen al, o limi ed in scope. Access o AI- ela ed educa ional esou ces ends o be
s a i ied along socioeconomic and egional lines, ein o cing exis ing educa ional inequali ies. Educa o s o en lack he
aining and ools necessa y o each AI concep s con iden ly and c i ically, and lea ne s equen ly encoun e AI ei he
h ough comme cial p oduc s o passi e exposu e, a he han h ough s uc u ed pedagogical engagemen (Rahma ian
& Sha ajsha i i, 2022). As a esul , he de elopmen o AI li e acy emains agmen ed, aising u gen ques ions abou
how bes o concep ualize, each, and assess his inc easingly i al compe ency.
This s udy esponds o hese challenges by conduc ing a sys ema ic scoping e iew o he eme ging li e a u e on AI
li e acy in educa ional con ex s. I aims o cla i y how AI li e acy is cu en ly de ined, implemen ed, and assessed ac oss
di e en educa ional le els and lea ning en i onmen s. By syn hesizing indings om a wide ange o empi ical,
heo e ical, and concep ual sou ces, he s udy seeks o iden i y bo h con e gences and di e gences in how schola s and
p ac i ione s app oach he de elopmen o AI li e acy. Pa icula a en ion is paid o how AI li e acy is posi ioned in
ela ion o b oade educa ional goals, such as c i ical hinking, e hical easoning, in e disciplina y lea ning, and equi y
(Shahghasemi, 2025). The s udy also examines how educa ional in e en ions a e designed, wha lea ning ou comes
hey aim o achie e, and wha ins umen s—i any—a e used o measu e hose ou comes.
In doing so, his esea ch con ibu es o he ounda ion o a cohe en and inclusi e unde s anding o AI li e acy, one ha
is pedagogically g ounded and p ac ically applicable. Ra he han ad oca ing o a single, uni e sal de ini ion, he s udy
acknowledges he con ex ual and e ol ing na u e o li e acy i sel , especially in ela ion o eme ging echnologies. I
seeks o map he concep ual e ain o AI li e acy educa ion, highligh ing pa e ns, gaps, and oppo uni ies ha can
in o m u u e cu icula design, eache aining, and policy de elopmen . The analysis is si ua ed wi hin he b oade
discou se o 21s -cen u y educa ion, which emphasizes lea ne agency, in e disciplina y p oblem-sol ing, and e hical
awa eness as essen ial componen s o meaning ul lea ning in a complex and echnologically media ed wo ld.
Ul ima ely, he goal o his wo k is o suppo he de elopmen o AI li e acy as a obus and equi able educa ional
p io i y. As socie ies na iga e he accele a ing in eg a ion o AI in o social, cul u al, economic, and poli ical sys ems, he
abili y o engage wi h hese echnologies c i ically and esponsibly becomes indispensable—no jus o specialis s o
echnologis s, bu o all ci izens. Ensu ing b oad access o AI li e acy educa ion is hus a ma e o educa ional jus ice
and democ a ic in eg i y. This e iew ep esen s a s ep owa d ha goal by sys ema ically examining how cu en
esea ch ames and app oaches AI li e acy, wi h he aim o suppo ing a mo e in o med, inclusi e, and e lec i e
engagemen wi h one o he mos consequen ial echnological ans o ma ions o ou ime.
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2. Me hodology
This s udy u ilized a sys ema ic scoping e iew me hodology o syn hesize exis ing esea ch on AI li e acy wi hin
educa ional con ex s. Sys ema ic e iews o e a igo ous, anspa en , and eplicable me hod o agg ega ing e idence,
minimizing bias, and iden i ying pa e ns and gaps in he li e a u e (Shahghasemi, Heisey & Mi ani, 2011). To ensu e
me hodological anspa ency and ep oducibili y, he s udy ollowed he P e e ed Repo ing I ems o Sys ema ic
Re iews and Me a-Analyses o Scoping Re iews (PRISMA-ScR) guidelines. This s uc u ed app oach enhances he
c edibili y o he indings by ensu ing comp ehensi e co e age o he esea ch domain and by documen ing each s ep
o he sea ch, selec ion, and analysis p ocesses. Scoping e iews a e pa icula ly well-sui ed o eme ging and
he e ogeneous ields such as AI li e acy, whe e de ini ions, amewo ks, and implemen a ions a y widely ac oss
disciplines and educa ional le els.
A comp ehensi e sea ch s a egy was de eloped o iden i y pee - e iewed publica ions add essing AI li e acy ac oss
o mal and in o mal lea ning en i onmen s om 2019 o 2024. Academic da abases such as Scopus, Web o Science,
and ERIC we e sys ema ically sea ched using a combina ion o con olled ocabula y and ee- ex e ms (e.g., “AI
li e acy,” “a i icial in elligence educa ion,” “AI cu iculum,” “AI assessmen ”). Inclusion c i e ia equi ed ha s udies
(a) we e published in English, (b) di ec ly add essed AI li e acy in educa ional o p o essional aining con ex s, and (c)
p o ided empi ical, heo e ical, o concep ual con ibu ions. G ey li e a u e, disse a ions, and pu ely echnical pape s
no ela ed o li e acy o educa ion we e excluded. A e ini ial sc eening o i les and abs ac s, ull- ex e iews we e
conduc ed on 104 a icles, esul ing in a inal da ase o 47 s udies mee ing he eligibili y c i e ia.
Da a ex ac ion was guided by a s uc u ed con en analysis amewo k de i ed om Alma a i e al. (2024), enabling
hema ic syn hesis ac oss h ee co e dimensions: concep ualiza ion o AI li e acy, implemen a ion o educa ional
in e en ions, and assessmen s a egies. Each a icle was coded independen ly by wo e iewe s o ensu e in e - a e
eliabili y, and disag eemen s we e esol ed h ough i e a i e consensus discussions. The ex ac ed da a we e classi ied
using a six-cons uc axonomy—Recognize, Know and Unde s and, Use and Apply, E alua e, C ea e, and Na iga e
E hically—allowing o consis en c oss-s udy compa ison. This axonomy enabled he iden i ica ion o p e ailing
ends, educa ional gaps, and di e gen concep ualiza ions ac oss di e en lea ne popula ions, including child en,
adolescen s, uni e si y s uden s, and p o essionals.
To enhance analy ical igo , he e iew inco po a ed iangula ion wi h p ominen heo e ical amewo ks, no ably he
ED-AI Li model (Allen & Kendeou, 2024) and he co-designed amewo k p oposed by Chiu e al. (2024). These models
p o ided addi ional lenses o e alua e he b ead h and pedagogical ele ance o AI li e acy cons uc s p esen in he
e iewed s udies. Pa icula a en ion was gi en o he inclusion o e hical, socio-cul u al, and cogni i e componen s,
which a e o en unde ep esen ed in echnically ocused amewo ks. Fu he mo e, s udies we e e alua ed o he
p esence o alida ed assessmen ins umen s, highligh ing a pe sis en me hodological gap in he empi ical e alua ion
o AI li e acy ou comes. This sys ema ic and heo y-in o med me hodological app oach ensu ed a comp ehensi e,
c i ical, and con ex ually g ounded syn hesis o he cu en s a e o AI li e acy esea ch in educa ion.
3. Findings
Ng e al. (2021) conduc ed an explo a o y e iew aimed a concep ualizing he eme ging cons uc o AI li e acy wi hin
educa ional con ex s. Recognizing a gap in he li e a u e ega ding public unde s anding o AI and he pedagogical
ounda ions necessa y o os e ing AI li e acy, he au ho s syn hesized indings om 30 pee - e iewed a icles. Thei
analysis led o he p oposal o a ou -dimensional amewo k o AI li e acy, encompassing: (1) knowing and
unde s anding AI concep s, (2) using and applying AI ools, (3) e alua ing and c ea ing wi h AI, and (4) add essing
e hical conside a ions. This amewo k d aws on adi ional li e acy pa adigms, adap ing hem o he unique
cha ac e is ics o AI as a socio- echnical domain. The e iew highligh ed he pauci y o dedica ed educa ional esea ch
on AI li e acy, emphasizing he need o s uc u ed app oaches o de ine, each, and assess AI- ela ed compe encies. By
o e ing a p elimina y concep ual model, he s udy con ibu es a ounda ional pe spec i e o guide u u e esea ch on
cu iculum design, compe ency de elopmen , and e alua i e amewo ks in he ield o AI li e acy educa ion.
D uga e al. (2019) explo ed he pe cep ions and concep ual unde s anding o AI among 102 child en aged 7–12 ac oss
ou coun ies (U.S.A., Ge many, Denma k, and Sweden), wi h a ocus on how socioeconomic and cul u al con ex s
in luence child en's in e ac ion wi h and a i udes owa d AI echnologies. The s udy ound ha child en ou side he
U.S. exhibi ed mo e c i ical iews o AI, likely due o educed exposu e o sma echnologies. Socioeconomic s a us
(SES) also played a no able ole: child en om lowe and middle SES backg ounds demons a ed s onge collabo a ion
skills bu aced challenges in ad ancing due o limi ed p io expe ience wi h coding and AI de ices. In con as , child en
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om highe SES backg ounds showed a mo e obus unde s anding o AI concep s, despi e ini ial di icul ies in
collabo a i e engagemen . These indings unde sco e he impo ance o cul u ally and socioeconomically esponsi e
design in AI li e acy educa ion. The au ho s p oposed p elimina y guidelines o c ea ing inclusi e, hands-on AI lea ning
expe iences ailo ed o K–8 lea ne s, emphasizing he need o accessible sma oys and de ices ha can suppo equi y
in ea ly AI educa ion. This esea ch con ibu es o he de elopmen o globally inclusi e AI li e acy cu icula by
highligh ing dispa i ies in access and unde s anding, and by ad oca ing o design app oaches ha b idge hese gaps.
Long and Mage ko (2020) add essed he g owing necessi y o public unde s anding o AI by p oposing a concep ual
amewo k o AI li e acy wi hin he con ex o human-compu e in e ac ion (HCI). As AI echnologies become
inc easingly embedded in e e yday li e, he au ho s emphasized he impo ance o equipping use s wi h he
compe encies equi ed o in e ac wi h and c i ically e alua e AI sys ems. Th ough an in e disciplina y syn hesis o
exis ing li e a u e, hey iden i ied a se o co e compe encies essen ial o AI li e acy, including unde s anding AI
concep s, ecognizing i s limi a ions, and engaging wi h i s e hical and socie al implica ions. In addi ion o de ining hese
compe encies, he pape p esen ed key design conside a ions o de eloping lea ne -cen e ed AI echnologies ha
os e use comp ehension and engagemen . These conside a ions ocused on aligning AI educa ional ools wi h
cogni i e and con ex ual use needs o enhance accessibili y and meaning ul lea ning. The esul ing amewo k se es
as bo h a ounda ion o concep ualizing AI li e acy and a guide o educa o s, de elope s, and esea che s aiming o
p omo e e ec i e public engagemen wi h AI. The s udy con ibu ed o ini ia ing a s uc u ed discou se on AI li e acy
wi hin he HCI communi y and highligh ed pa hways o u u e esea ch and design p ac ices.
Yi (2021) in es iga ed he ounda ional concep , compe encies, and educa ional aims o AI li e acy, posi ioning i as an
essen ial capabili y o na iga ing li e in an AI-d i en socie y. The s udy amed AI li e acy no me ely as echnical
p o iciency bu as a b oadened o m o mode n li e acy ha mi o s he socie al shi om eache -cen e ed o lea ne -
cen e ed educa ion. A guing ha AI has become as in eg al o daily li e as w i ing, he au ho emphasized i s ole in
expanding human capabili ies, pa icula ly in e ms o ela ional ne wo ks and access o in o ma ion. Cen al o he
discussion was he no ion ha AI li e acy mus include he abili y o make au onomous decisions abou wha knowledge
is needed and wi h whom o connec —an abili y g ounded in me acogni ion. Consequen ly, he s udy p oposed
me acogni ion as a co e compe ence o AI li e acy, enabling lea ne s o c i ically e lec on hei knowledge needs.
Mo eo e , i sugges ed ha AI li e acy should os e an icipa o y hinking, equipping indi iduals o manage unce ain y
and complexi y in a apidly e ol ing echnological landscape. By ede ining AI li e acy h ough a humanis ic and
educa ional lens, he a icle con ibu es o he heo e ical aming o he ield and unde sco es i s ele ance beyond
echnical domains.
Heyde and Posegga (2021) p oposed an expanded concep ualiza ion o AI li e acy ailo ed o o ganiza ional con ex s,
ecognizing i s inc easing ele ance as AI echnologies eshape he u u e o wo k. Posi ioned wi hin he b oade
discou se on wo kplace eadiness, he s udy aimed o e ine he unde s anding o AI compe encies necessa y o
employees o e ec i ely engage wi h AI-based sys ems. Building on exis ing amewo ks, he au ho s employed a
mul ime hod axonomy de elopmen p ocess o o mula e a p elimina y axonomy o AI li e acy. This axonomy
delinea ed h ee key dimensions: unc ional (p ac ical use and in e ac ion wi h AI ools), c i ical (e alua ion and
unde s anding o AI's limi a ions and impac s), and sociocul u al (con ex ual awa eness and e hical engagemen ).
No ably, he indings unde sco ed he cen ali y o sociocul u al li e acy, highligh ing i s ole in acili a ing in o med
and esponsible AI use wi hin wo kplace en i onmen s. The s udy ad anced heo e ical models o AI li e acy by
illus a ing he in e ela ionships among i s co e dimensions and calling a en ion o he need o o ganiza ional
s a egies ha os e hese compe encies. This esea ch con ibu es o he g owing body o li e a u e on AI li e acy by
o e ing a ounda ion o u he empi ical alida ion and p ac ical applica ion in wo k o ce aining and p o essional
de elopmen .
Ng e al. (2022) explo ed he e ol ing ole o AI in educa ion, wi h a pa icula ocus on p omo ing AI li e acy ac oss K–
16 class ooms. F aming he discussion wi hin he b oade con ex o apid echnological change in he 21s cen u y, he
au ho s highligh ed how AI has become embedded in a ious aspec s o daily li e, om consume echnology o
pe sonalized lea ning en i onmen s. The chap e aced he eme gence o AI in educa ion (AIED), no ing i s dual ole
in enhancing indi idualized s uden lea ning expe iences and alle ia ing adminis a i e bu dens o eache s. The
au ho s emphasized ha as AI applica ions g ow mo e pe asi e, os e ing AI li e acy becomes inc easingly essen ial
o p epa e s uden s o ac i e pa icipa ion in AI-in eg a ed socie ies. They ou lined he co e domains o AI
echnology—including compu e ision, na u al language p ocessing, obo ics, machine lea ning, and neu al
ne wo ks—and examined hei ele ance in educa ional con ex s. The chap e a gued ha AI li e acy should ex end
beyond echnical unde s anding o include c i ical hinking abou AI’s ole, implica ions, and e hical conside a ions. I
called o educa o s o adop s uc u ed app oaches o in eg a e AI concep s ac oss all educa ional le els, emphasizing
in e disciplina y collabo a ion, cu iculum de elopmen , and eache aining. This ounda ional wo k con ibu es o
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he b oade mo emen o AI li e acy educa ion by mapping i s impo ance and se ing a baseline o i s implemen a ion
in bo h compulso y and highe educa ion sys ems.
Wil on e al. (2022) add essed he c i ical need o os e ing AI li e acy among educa o s, pa icula ly in ligh o he
inc easing in eg a ion o AI echnologies in o mal educa ional se ings. D awing on h ee yea s o e lec i e da a om
an ins uc o -designed g adua e cou se in a i icial in elligence in educa ion (AIED), he s udy explo ed how educa o s
engage wi h co e issues such as e hics, bias, p i acy, inclusion, da a collec ion, and explainabili y in AI ools. The cou se
emphasized c i ical inqui y in o he use and implica ions o AI in eaching and lea ning, o e ing educa o s a s uc u ed
en i onmen o analyze eal-wo ld AI applica ions. Th ough e lec i e p ac ice and engagemen wi h eme ging AIED
li e a u e, he au ho s iden i ied ecu ing hemes and concep ualiza ions o AI li e acy. The indings unde sco ed he
necessi y o educa o s—no jus echnologis s— o unde s and bo h he oppo uni ies and isks associa ed wi h AI
adop ion in educa ion. The s udy in oduced he concep o AI Li e acy o Educa o s (AILE), ad oca ing o he
de elopmen o a ge ed amewo ks and pedagogical guidelines ha empowe educa o s o make in o med, e hical
decisions when in eg a ing AI ools in o hei eaching. By cen e ing he educa o ’s pe spec i e, his wo k con ibu es
o a g owing body o in e disciplina y schola ship aimed a democ a izing AI li e acy and ensu ing esponsible use in
educa ional con ex s.
Laupichle e al. (2022) conduc ed a scoping li e a u e e iew o assess he cu en s a e o esea ch on AI li e acy in
highe and adul educa ion, a domain gaining impo ance as AI echnologies inc easingly pe mea e daily li e. F om an
ini ial pool o 902 eco ds ac oss en da abases, 30 s udies me he eligibili y c i e ia and we e included in he e iew.
The analysis e ealed ha esea ch on AI li e acy in pos seconda y and adul lea ning con ex s emains nascen , wi h
signi ican a ia ion in how AI li e acy is concep ualized and implemen ed. The e iewed s udies co e ed a ange o
hema ic oci, including pedagogical s uc u es o AI li e acy cou ses, he compe encies a ge ed, and he ools used o
deli e ins uc ion. Common ins uc ional app oaches included in oduc o y modules aimed a non-expe s, o en
emphasizing basic echnical unde s anding, e hical conside a ions, and he socie al implica ions o AI. Howe e , he
e iew highligh ed a lack o consensus on cu icula con en and a no iceable absence o alida ed assessmen
ins umen s o e alua e lea ning ou comes. The au ho s called o mo e empi ical esea ch o es ablish a clea e
de ini ion o AI li e acy ailo ed o adul lea ne s and o suppo he de elopmen o obus , scalable eaching models
and measu emen ools. This e iew con ibu es o he ounda ional unde s anding o AI li e acy in highe and adul
educa ion and o e s ecommenda ions o guide u u e esea ch and p ac ice in his eme ging ield.
Schülle (2022) p oposed a comp ehensi e amewo k o da a and AI li e acy aimed a os e ing a sha ed
unde s anding ha suppo s sys ema ic in eg a ion in o educa ional cu icula and s anda ds ac oss all le els o
lea ning. The amewo k is designed o p omo e ansdisciplina y compe ence de elopmen by inco po a ing h ee key
pe spec i es: he applica ion-o ien ed, ocusing on p ac ical uses o da a and AI; he echnical-me hodological,
emphasizing analy ical and compu a ional ounda ions; and he socio-cul u al, add essing e hical, socie al, and
con ex ual implica ions. In ended o implemen a ion in schools, eache educa ion, highe educa ion, and li elong
lea ning se ings, he amewo k suppo s he de elopmen o undamen al skills necessa y o na iga ing a da a- and
AI-d i en socie y. Schülle emphasized he amewo k’s adap abili y o oca ional aining and public educa ion,
pa icula ly h ough ini ia i es by s a is ical ins i u ions seeking o imp o e public da a li e acy. As a p ac ical example,
he au ho highligh ed he “S ad | Land | Da en luss” app, which applies he amewo k o p omo e adul lea ning in a
eal-wo ld con ex . This wo k con ibu es o he b oade discou se on democ a izing AI and da a li e acy, o e ing a
scalable, e hically g ounded model o inclusi e educa ion and in o med ci ic pa icipa ion in he digi al age.
Sou hwo h e al. (2023) p esen ed a comp ehensi e ins i u ional ini ia i e om he Uni e si y o Flo ida (UF) aimed
a in eg a ing AI li e acy ac oss he unde g adua e cu iculum o add ess he g owing socie al and wo k o ce demands
o AI-compe en g adua es. The pape ou lined he design and implemen a ion o he “AI Ac oss he Cu iculum” model,
g ounded in a b oad AI li e acy amewo k and aligned wi h he uni e si y’s acc edi a ion-d i en Quali y Enhancemen
Plan (QEP). Cen al o he model is he inclusion o AI educa ion as a ounda ional elemen o all s uden s, ega dless
o discipline, o ensu e in e disciplina y engagemen and p omo e inclusi e access o AI compe encies. The ini ia i e
capi alizes on subs an ial ins i u ional in es men and s a egic planning o p o ide s uden s wi h a ange o AI- ocused
oppo uni ies— h ough cou sewo k, esea ch, and co-cu icula ac i i ies—designed o os e bo h echnical and
e hical dimensions o AI li e acy. The au ho s posi ioned AI li e acy as essen ial o cul i a ing global ci izenship and
p o essional eadiness, pa icula ly as AI con inues o ede ine indus ies and socie al sys ems. The UF model is
p esen ed as a scalable and ans o ma i e app oach, o e ing a bluep in o highe educa ion ins i u ions seeking o
embed AI li e acy as a c oss-disciplina y educa ional p io i y in esponse o 21s -cen u y challenges.
Pe chik e al. (2023) e alua ed he e ec i eness o a mul i-ins i u ional AI li e acy cou se designed o adiology
esiden s ac oss nine p og ams in he Sou heas and Mid-A lan ic Uni ed S a es. Recognizing he limi ed exposu e o AI

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in cu en adiology aining, he au ho s de eloped a one-week emo e lea ning cou se comp ising en 30-minu e
lec u es and a p oc o ed hands-on session using an FDA-clea ed AI ool o ad anced cance imaging. The cu iculum
co e ed ounda ional AI concep s, clinical applica ions ac oss adiology subspecial ies, and c i ical issues such as e hics,
algo i hmic bias, economics, and medicolegal implica ions. P e- and pos -cou se su eys we e adminis e ed o assess
pa icipan s' knowledge and in e es in AI. Resul s showed a s a is ically signi ican imp o emen in AI knowledge
sco es— om a mean o 8.3/15 p e-cou se o 10.1/15 pos -cou se (p = 0.04). Nea ly all pa icipan s epo ed a p io
lack o adequa e AI exposu e (96.7%), ye mos exp essed a s ong in e es in con inued AI educa ion (78.6%). The
s udy demons a es ha a collabo a i e, emo e-deli e y model can e ec i ely enhance AI li e acy among adiology
ainees and educe ba ie s o specialized aining. The indings suppo he in eg a ion o s uc u ed AI educa ion in o
adiology cu icula and unde sco e he impo ance o mul i-ins i u ional collabo a ion o b oaden access and
s anda dize AI li e acy in medical educa ion.
Casal-O e o e al. (2023) conduc ed a sys ema ic li e a u e e iew o examine how AI li e acy is being add essed in K-
12 educa ion globally, esponding o he inc easing socie al demand o ci izens capable o na iga ing AI-in eg a ed
en i onmen s. Using he Scopus da abase, he au ho s e iewed 179 ele an publica ions and classi ied he li e a u e
in o wo majo hema ic ca ego ies: lea ning expe iences and heo e ical pe spec i es. The i s ca ego y encompassed
ins uc ional p ac ices aimed a de eloping s uden s' echnical, concep ual, and applied AI skills, while he second
ocused on he o mula ion o amewo ks and models o concep ualize AI li e acy wi hin K-12 se ings. A key inding
was he sca ci y o empi ical s udies assessing s uden s’ ac ual unde s anding o AI concep s ollowing ins uc ional
in e en ions. Addi ionally, he e iew no ed limi ed engagemen wi h he e hical and socie al implica ions o AI, despi e
hei impo ance. The au ho s a gued o he de elopmen o a comp ehensi e compe ency-based amewo k o in o m
cu iculum design, emphasizing modula i y, pe sonaliza ion, and con ex ual adap abili y. They also highligh ed he
po en ial o AI li e acy o enhance co e disciplina y lea ning when in eg a ed hough ully in o subjec eaching,
p o ided he cu iculum is co-designed in collabo a ion wi h educa o s. This e iew unde sco es he need o mo e
obus pedagogical s a egies, assessmen ools, and in e disciplina y collabo a ion in ad ancing AI li e acy a he K-12
le el.
Su, Ng, and Chu (2023) conduc ed a scoping e iew o explo e he s a e o AI li e acy wi hin ea ly childhood educa ion
(ECE), a domain whe e esea ch and cu iculum de elopmen emain nascen . Analyzing 16 empi ical s udies published
be ween 2016 and 2022, he e iew syn hesized indings ac oss key dimensions including cu iculum design, AI ools,
pedagogical s a egies, esea ch me hodologies, assessmen echniques, and lea ning ou comes. The analysis e ealed
se e al p essing challenges inhibi ing he e ec i e in eg a ion o AI li e acy in ECE, no ably he limi ed AI knowledge,
skills, and con idence among eache s, insu icien cu iculum amewo ks, and a lack o s uc u ed eaching guidelines.
Despi e hese ba ie s, he e iew emphasized he pedagogical po en ial o AI lea ning o young child en, pa icula ly
in os e ing ounda ional unde s anding o AI concep s, p ac ices, and pe spec i es. Oppo uni ies o g ow h we e
iden i ied in he de elopmen o age-app op ia e ins uc ional esou ces and ools, along wi h inc easing ecogni ion o
he alue o ea ly exposu e o AI. The au ho s concluded by o e ing ecommenda ions o u u e esea ch and p ac ice,
aimed a enhancing ins uc ional design, suppo ing educa o de elopmen , and ad ancing age-aligned AI li e acy
educa ion in ea ly lea ning se ings.
Ng e al. (2023) conduc ed a comp ehensi e e iew o AI li e acy educa ion in seconda y schools, esponding o he
g owing need o equipping s uden s wi h he digi al compe encies necessa y o e alua ing, communica ing, and
e hically engaging wi h AI in con empo a y socie y. The e iew syn hesized indings om 50 s udies published be ween
2016 and 2022, aiming o in o m educa o s, esea che s, and policymake s on e ec i e p ac ices in AI educa ion a he
seconda y le el. Th ough hema ic analysis, i e key indings we e iden i ied: (1) collabo a i e, p ojec -based lea ning
eme ged as he dominan pedagogical model, emphasizing in e disciplina y p oblem-sol ing and a i ac c ea ion; (2)
a di e se ange o eaching ools we e employed, including ha dwa e, so wa e, in elligen agen s, and unplugged
esou ces; (3) lea ning con en a ied by age g oup, wi h junio s uden s in oduced o ounda ional AI concep s and
senio s uden s engaged in mo e ad anced, echnical applica ions; (4) assessmen p ac ices anged om knowledge
es s and su eys o quali a i e e alua ions o s uden ou pu s; and (5) lea ning ou comes we e assessed ac oss
a ec i e, beha io al, cogni i e, and e hical dimensions. The s udy also highligh ed implemen a ion challenges, including
cu iculum alignmen , eache p epa edness, and esou ce a ailabili y. By o e ing a de ailed accoun o cu en
app oaches and gaps in seconda y-le el AI educa ion, his e iew p o ides ac ionable insigh s o cu iculum designe s
and educa ion s akeholde s aiming o p omo e AI li e acy in o mal schooling en i onmen s.
Ho nbe ge , Bewe sdo , and Ne del (2023) de eloped and alida ed a mul iple-choice es o assess AI li e acy among
uni e si y s uden s, add essing he need o eliable, psychome ically sound ools o e alua e s uden s’ baseline
knowledge in his domain. Recognizing ha AI inc easingly pe mea es e e yday li e and wo k, he au ho s emphasized
he impo ance o equipping s uden s wi h ounda ional AI unde s anding ega dless o hei academic discipline.
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Exis ing AI li e acy assessmen s o en ely on sel - epo measu es o a e designed o speci ic cou se con ex s, limi ing
hei gene alizabili y and psychome ic obus ness. This s udy con ibu ed a s anda dized es wi h alida ed
psychome ic p ope ies o assess AI li e acy ac oss a b oade s uden popula ion. The indings e ealed subs an ial
a iance in s uden s’ AI li e acy le els, wi h gene ally highe sco es obse ed among hose wi h echnical academic
backg ounds o p io exposu e o AI- ela ed opics. Mos s uden s demons a ed a leas a basic unde s anding o AI,
hough no able knowledge gaps emained, pa icula ly among hose om non- echnical disciplines. These esul s
highligh he impo ance o designing inclusi e AI educa ion ha accommoda es di e se academic backg ounds and
p io knowledge le els. The s udy p o ides bo h a p ac ical assessmen ool and empi ical e idence o in o m he
de elopmen o e ec i e AI li e acy cu icula in highe educa ion.
Kong e al. (2024b) p esen ed a collabo a i e, in e na ional commen a y ad oca ing o he in eg a ion o AI li e acy
in o educa ional sys ems as a ounda ional esponse o he ans o ma i e impac o AI on socie y. Emphasizing he
u gency o aligning educa ional p ac ices wi h apid echnological de elopmen s, he au ho s a gued o a pa adigm
shi ha cen e s AI li e acy no only on echnical p o iciency bu also on i s e hical, socie al, and pedagogical
implica ions. The a icle highligh ed how AI, when esponsibly implemen ed in educa ion, can os e equi y,
inclusi eness, and li elong lea ning by enabling pe sonalized, adap able lea ning expe iences ha suppo a di e si y
o lea ne needs. Mo eo e , he au ho s con ended ha AI li e acy is essen ial o p epa ing indi iduals o ac i ely
con ibu e o sus ainable socie al de elopmen , bo h p o essionally and ci ically. They p oposed ha educa ion should
cul i a e lea ne s' compe encies and mindse s o c i ically engage wi h AI, use i o add ess complex socie al challenges,
and make in o med decisions in hei pe sonal and p o essional li es. This posi ion piece con ibu es o ongoing global
discussions by e aming AI li e acy as a ehicle o empowe ing u u e- eady ci izens and p o essionals and calls o
i s o mal inclusion in educa ion policy and cu iculum de elopmen a all le els.
S olpe and Halls öm (2024) examined how AI li e acy can be in eg a ed in o echnology educa ion, p oposing a
amewo k ha aligns AI li e acy wi h he b oade concep o echnological li e acy, unde s ood he e as a o m o
mul ili e acy. The s udy c i ically analyzed i e exis ing AI li e acy amewo ks in ela ion o h ee key adi ions o
echnological knowledge: echnical skills, echnological scien i ic knowledge, and socio-e hical echnical unde s anding.
The indings indica ed ha AI li e acy wi hin he con ex o echnology educa ion places s ong emphasis on
echnological scien i ic knowledge—such as unde s anding wha AI is, iden i ying AI sys ems, and engaging wi h
sys ems hinking—and socio-e hical echnical unde s anding, including issues o AI e hics and he human ole in AI
decision-making. While p og amming and echnical skills we e acknowledged, hey we e compa a i ely less p ominen
in he analyzed amewo ks. The au ho s a gued ha AI li e acy should no be ea ed in isola ion bu a he as an
in eg a ed componen o echnological li e acy ha suppo s s uden s in na iga ing bo h he echnical and socie al
dimensions o AI. The s udy concluded wi h a p oposed amewo k ailo ed o echnology educa ion, o e ing guidance
o esea che s and educa o s in cu iculum de elopmen and pedagogical implemen a ion o AI li e acy in his domain.
Spe ling e al. (2024) conduc ed a scoping e iew o explo e how AI li e acy is concep ualized in ela ion o eache s'
p o essional knowledge wi hin he con ex o eache educa ion (TE), a domain in which AI li e acy emains signi ican ly
unde ep esen ed. D awing on 34 s udies published be ween 2000 and 2023, he e iew u ilized A is o elian
ca ego ies—epis eme ( heo e ical knowledge), echne (p ac ical skills), and ph onesis (p o essional judgmen )—as an
analy ical lens o examine he epis emic, p ac ical, and e hical dimensions o eache s’ engagemen wi h AI. The indings
e ealed ha compu e science and explo a o y pedagogical app oaches la gely shape he discou se, o en aming
e hics na owly h ough a echnical lens— ocusing on da a-d i en AI sys ems a he han b oade socie al implica ions.
Teache s’ p ac ical knowledge was p ima ily associa ed wi h he use o digi al ools o each AI o in eg a e AI-powe ed
educa ional echnologies, a he han he de elopmen o deepe pedagogical s a egies o c i ical unde s anding. The
e iew iden i ied a c i ical gap in he li e a u e ega ding he in eg a ion o educa ional science pe spec i es, no ing
ha he con ibu ions o eache s and eache educa o s a e essen ial o cons uc ing a holis ic and con ex ually
ele an model o AI li e acy in TE. The au ho s a gue o expanded in e disciplina y collabo a ion o de elop a mo e
obus and e hically g ounded concep ion o AI li e acy ailo ed o he p o essional knowledge and needs o eache s.
Yim (2024) conduc ed a c i ical e iew aimed a add essing he unde de eloped s a e o AI li e acy amewo ks o
p ima y school educa ion, an a ea ha has ecei ed conside ably less a en ion compa ed o seconda y and e ia y
le els. Th ough a scoping e iew o 19 selec ed a icles sou ced om ou academic da abases, he s udy iden i ied 17
exis ing AI li e acy amewo ks spanning a ious educa ional le els. These amewo ks p edominan ly d ew on
empi ical esea ch and li e a u e e iews and o en adhe ed o na ional o ins i u ional educa ional s anda ds. Common
heo e ical unde pinnings included Bloom’s axonomy, he Use-C ea e-Modi y p og ession model, cons uc ionism, and
compu a ional heo ies, e lec ing a s ong in luence om compu e science and educa ional psychology. The e iew
ound ha while ecen de elopmen s in AI lea ning ools ha e made AI educa ion mo e accessible o younge lea ne s,
exis ing amewo ks end o emphasize cons uc ionis app oaches and o en o e look he complex in e ac ions
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be ween human and echnological agen s. Yim p oposed a new, in elligence-based AI li e acy amewo k ha si ua es
AI li e acy a he in e sec ion o digi al li e acy, da a li e acy, compu a ional hinking, and AI e hics. The p oposed
amewo k ad oca es o a ansdisciplina y app oach ha balances echnical knowledge wi h c i ical unde s anding
o AI's socie al impac s, aiming o equip young lea ne s wi h bo h concep ual and e hical ounda ions. This s udy o e s
aluable heo e ical and p ac ical insigh s o cu iculum designe s, educa o s, and policymake s seeking o implemen
age-app op ia e, holis ic AI li e acy educa ion in p ima y schools.
Chiu e al. (2024) p oposed a comp ehensi e amewo k o ad ance he unde s anding and implemen a ion o AI
li e acy and compe ency in K–12 educa ion, add essing limi a ions in exis ing de ini ions ha o en s em om
enginee ing-o ien ed pe spec i es unsui able o non- echnical audiences. D awing on da a om 30 expe ienced AI
educa o s ac oss 15 middle schools, he s udy employed an i e a i e co-design me hodology ac oss ou cycles o
collabo a i ely e ine he amewo k. The au ho s dis inguished be ween li e acy—de ined as knowledge and skills
ela ed o AI—and compe ency—de ined as he con iden and bene icial applica ion o such knowledge, inco po a ing
sel - e lec i e mindse s. Thei amewo k comp ises i e co e componen s essen ial o AI educa ion: echnology,
impac , e hics, collabo a ion, and sel - e lec ion. Addi ionally, hey iden i ied i e ypes o e ec i e lea ning expe iences
aimed a nu u ing bo h abili y and con idence in s uden s. The amewo k no only aligns wi h he eali ies o
con empo a y gene a i e AI echnologies (e.g., Cha GPT, So a) bu also in eg a es eache pe spec i es o ensu e
educa ional ele ance and pedagogical easibili y. Finally, he au ho s ou lined i e p io i y a eas o u u e esea ch:
p omp enginee ing, da a li e acy, algo i hmic li e acy, sel - e lec i e lea ning, and empi ical alida ion. This s udy
con ibu es signi ican ly o he de elopmen o heo e ically g ounded and p ac ically applicable models o AI
educa ion in school se ings.
Alma a i, Joh i, and Lee (2024) conduc ed a sys ema ic e iew o syn hesize ecen de elopmen s in AI li e acy
esea ch, ocusing on concep ualiza ions, implemen a ion e o s, and assessmen s a egies be ween 2019 and 2023.
D awing om a co pus o 47 pee - e iewed a icles, he e iew mapped he e ol ing landscape o AI li e acy ac oss
di e se popula ions, including lea ne s om p e-kinde ga en h ough adul hood. The analysis e ealed h ee
o e a ching hema ic con ibu ions in he li e a u e: (a) e o s o concep ualize AI li e acy, (b) ini ia i es aimed a
p omo ing AI li e acy educa ion, and (c) he de elopmen o assessmen ools o e alua ing AI li e acy. Th ough con en
analysis, he au ho s de i ed a six-cons uc amewo k encompassing he co e dimensions o AI
li e acy: Recognize, Know and Unde s and, Use and Apply, E alua e, C ea e, and Na iga e E hically. This axonomy
enabled he classi ica ion o empi ical s udies acco ding o which aspec s o AI li e acy hey a ge ed, e ealing a ied
emphases ac oss educa ional le els and popula ions. The e iew also examined exis ing AI li e acy assessmen
ins umen s, highligh ing gaps in alida ion and co e age o e hical and c ea i e dimensions. By o e ing a s uc u ed
syn hesis o bo h concep ual and p ac ical de elopmen s, he s udy p o ides a comp ehensi e ounda ion o guide
u u e esea ch, cu iculum design, and policy-making in AI educa ion. I unde sco es he need o inclusi e, adap able,
and holis ic app oaches o os e ing AI li e acy ac oss o mal educa ion and wo k o ce con ex s.
Allen and Kendeou (2024) p oposed he ED-AI Li amewo k, a mul idisciplina y and holis ic model o AI li e acy in
educa ion, add essing he g owing need o p epa e s uden s, educa o s, and policymake s o he inc easing in eg a ion
o AI echnologies in lea ning en i onmen s. F aming AI as a ans o ma i e o ce in educa ion, he au ho s a gued ha
AI li e acy mus ex end beyond echnical skills o include cogni i e, social, and e hical dimensions. The ED-AI Li
amewo k comp ises six in e ela ed componen s: Knowledge (unde s anding AI sys ems and hei
unc ions), E alua ion (c i ical app aisal o AI applica ions and impac s), Collabo a ion (in e acing e ec i ely wi h AI
sys ems and human ac o s), Con ex ualiza ion (si ua ing AI use wi hin ele an educa ional, cul u al, and socie al
con ex s), Au onomy (main aining human agency and decision-making), and E hics (conside ing mo al implica ions and
p omo ing esponsible AI use). This in e disciplina y model was de eloped o in o m educa ional esea ch,
ins uc ional p ac ice, and policy de elopmen , emphasizing he impo ance o p epa ing indi iduals o engage
meaning ully and c i ically wi h AI. By in eg a ing pe spec i es om cogni i e science, educa ion, and human-compu e
in e ac ion, he ED-AI Li amewo k ad ances he con e sa ion on wha comp ehensi e AI li e acy should en ail and
se es as a guide o u u e wo k in AI li e acy de elopmen ac oss educa ional con ex s.
Kong e al. (2024a) e alua ed he de elopmen o an AI li e acy amewo k h ough he implemen a ion o a 14-hou
p ojec -based lea ning (PBL) cou se designed o senio seconda y s uden s. Recognizing he g owing need o AI
li e acy in p epa ing indi iduals o u u e wo k o ce demands, he s udy aimed o assess s uden s’ compe encies in AI-
in o med p oblem-sol ing and hei unde s anding o e hical conside a ions. A o al o 128 s uden s pa icipa ed in he
cou se, which emphasized applying AI concep s o eal-li e scena ios h ough collabo a i e p ojec s. Using a mixed-
me hods app oach, he s udy ound ha s uden s demons a ed signi ican imp o emen s in hei p oblem-sol ing
abili ies, me acogni i e s a egies, and e hical awa eness. Pos -cou se assessmen s and sel -su eys indica ed enhanced
empowe men in using AI ools o add ess complex challenges, while ocus g oup in e iews and e lec i e w i ing
Wo ld Jou nal o Ad anced Resea ch and Re iews, 2025, 27(02), 2170-2180
2178
suppo ed he conclusion ha he PBL app oach os e ed c i ical hinking abou he e hical implica ions o AI. The
indings unde sco e he alue o expe ien ial, inqui y-d i en pedagogy in cul i a ing bo h echnical and e hical
dimensions o AI li e acy. The au ho s p oposed ha his e idence-in o med cou se s uc u e could se e as a
ounda ion o a holis ic AI li e acy amewo k and ecommended b oade alida ion o he e alua ion ins umen s in
u u e s udies o ensu e gene alizabili y.
4. Conclusion
As a i icial in elligence con inues o pe mea e he social, cul u al, and economic in as uc u es o con empo a y li e,
he demand o a nuanced, comp ehensi e unde s anding o AI li e acy becomes inc easingly u gen . This s udy has
illumina ed he mul i ace ed na u e o AI li e acy, e ealing i no as a singula echnical skillse , bu as a cons ella ion
o cogni i e, e hical, sociocul u al, and p ac ical compe encies equi ed o na iga e an AI-in eg a ed wo ld. AI li e acy,
in i s ulles sense, encompasses he abili y o in e p e , c i ique, and e hically engage wi h sys ems ha a e
simul aneously echnical and poli ical. Fa om being he exclusi e domain o echnologis s, AI li e acy mus be
cul i a ed ac oss he gene al popula ion i democ a ic socie ies a e o p ese e agency, anspa ency, and jus ice in he
ace o algo i hmic go e nance.
The scoping e iew highligh s bo h p og ess and agmen a ion wi hin he eme ging ield o AI li e acy educa ion
(Zamani, Hosseini, and Rahma ian, 2024). While a ious amewo ks and pedagogical models ha e been p oposed,
he e emains a signi ican lack o cohe ence in de ini ions, compe encies, and assessmen s a egies ac oss educa ional
le els. The li e a u e e eals e o s ha a e c ea i e and con ex ually g ounded, ye une en in igo and each—o en
e lec ing b oade inequali ies in access o esou ces, ins i u ional eadiness, and educa o p epa edness. Mo eo e ,
c i ical dimensions such as e hics, powe , and inclusi i y a e equen ly unde emphasized in a o o na ow echnical
compe encies. This imbalance unde sco es he need o e ame AI li e acy no only as a cu icula goal bu as a b oade
educa ional impe a i e ha connec s epis emology, ci ic engagemen , and human agency.
Looking o wa d, he ask o educa o s, policymake s, and esea che s is wo old: i s , o consolida e a sha ed,
inclusi e unde s anding o wha AI li e acy en ails in di e se lea ning con ex s; and second, o design pedagogical
app oaches ha a e adap able, c i ically engaged, and empi ically alida ed. This includes de eloping in e disciplina y
cu icula, aining educa o s in bo h con en and pedagogy, and designing assessmen ools ha cap u e no jus
knowledge, bu c i ical awa eness and e hical easoning. Ul ima ely, os e ing AI li e acy is no only a ma e o
p epa ing indi iduals o a changing labo ma ke , bu o equipping hem o ask undamen al ques ions abou he ole
o echnology in socie y—and o shape i s ajec o y wi h insigh , esponsibili y, and ca e.
Compliance wi h e hical s anda ds
Disclosu e o con lic o in e es
The au ho s decla e ha hey ha e no con lic s o in e es .
Re e ences
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