Aug 2026· American Journal of Data Science and Artificial Intelligence· Vol 2, pp. 1-4· 0 citations· 13 references
TL;DR
It is proposed that AI literacy is no longer an isolated technical skill but a mandatory pillar of modern civic and professional competence, demanding immediate, equitable integration into global educational curricula and organizational training paradigms.
Abstract
This systematic literature review critically examines the construct of artificial intelligence (AI) literacy as a foundational competency for the 21st-century workforce and educational landscape. As generative AI becomes inextricably linked with global economic and societal operations, the demand for sophisticated human-AI interaction frameworks has surged. Synthesizing contemporary peer-reviewed studies, international policy frameworks, and empirical data from 2020 to 2026, this review identifies the multidimensional nature of AI literacy, encompassing cognitive understanding, practical competency, and rigorous ethical evaluation. The findings highlight the critical role of AI literacy in fostering self-regulated learning in educational settings and boosting creative self-efficacy and productivity in the workforce. Furthermore, the study addresses significant systemic barriers, including the digital divide and the ethical imperatives to mitigate algorithmic bias and safeguard data privacy. Ultimately, this review proposes that AI literacy is no longer an isolated technical skill but a mandatory pillar of modern civic and professional competence, demanding immediate, equitable integration into global educational curricula and organizational training paradigms.
Results indicate that AI literacy and perceived opportunities consistently predict acceptance and adoption, that anxiety and trust/transparency perceptions act as critical psychological mediators, and that sustainability and organizational-culture factors increasingly shape institutional AI adoption beyond the individual learner level.
Bhawna· EPRA International Journal o...· 0 citations
By making the pedagogical architecture of ethical AI literacy explicit, the article offers a structured reference for curriculum design, accreditation processes, and lifelong managerial learning, providing actionable guidance for business schools and universities.
Maria Giovanna Confetto, Claudia Covucci, Otilia Manta et al.· Journal of Management Educat...· 0 citations
A conceptual framework offering AI designers, teacher educators, and policymakers a psychologically grounded, empirically mapped, and internationally contextualised basis for developing AI-supported educational systems that advance equity, learner engagement, and meaningful educational transformation is proposed.
Arpana Koul· Review of Artificial Intelli...· 0 citations
This paper conceptualizes AI literacy as an extension rather than a replacement of information literacy and argues that academic libraries are uniquely positioned to mediate this transition due to their longstanding expertise in critical inquiry, ethical information use, and learner-centered pedagogy.
Vafa Mammadova· Proceedings of the Internati...· 0 citations
Rapid advancement of the Artificial Intelligence (AI) transformed the education system and particularly the STEM. In this case AI literacy has entered into scene as a requisite skill that educators need to possess to effectively integrate AI technologies in teaching and learning processes. The present study article is a scientific literature review of the research subject of AI literacy in STEM educators according to PRISMA (Preferred Reporting Items to Systematic Reviews and Meta-Analyses) template. The review presents the findings of selected peer-reviewed articles in order to comment on the conceptualization, central dimensions, educational practices, issues, and the emergent trends of AI literacy. The findings reveal that AI literacy is a multidimensional construct which constitutes of five broad dimensions which include conceptual understanding, technical skills, pedagogical integration, ethical awareness and data literacy. Though it was only in recent studies that the issue of holistic competencies has been addressed, all the prior studies were highly technical, and did not give much consideration to pedagogical and ethical factors. Other AI-based pedagogical applications cited in the review are intelligent tutoring system, adaptive learning system and AI-powered assessment and feedback system which can be used to enhance the efficiency of teaching and to make learning personal. Despite such developments, it has also come with several challenges that include teacher training, poor infrastructure, ethical and privacy issues, and unwillingness to adopt technology among the learners and policy loopholes. At the same time, new directions covered by AI-driven curriculums, inter-disciplinary pedagogy, career progression and growth, institutional and academic reforms of the policy level imply the growing institutional and academic interest in AI literacy. The article concludes that the literacy regarding AI is the solution to educating teachers in STEM disciplines to meet the demands of the increasingly technological educational landscape. However, the unavailability of the standardized hierarchy of AI literacy can be regarded as the primary flaw that needs to be filled by further studies to develop the frameworks and methods of its evaluation on the same platform. The findings of this review may be educative to teachers, policymakers, and researchers and contribute to the creation of the strategy that is efficient to integrate AI in STEM education.
Pooja· International journal of res...· 0 citations
It is concluded that in order for undergraduate education to continue to be relevant in a society where AI is pervasive, governance must change toward process-oriented evaluation and relational originality.
Joe Mutebi, Brian Mugisha, Ibrahim Adabara et al.· F1000Research· 0 citations
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