Jun 2026· Jurnal Komunikasi Malaysian Journal of Communication· 0 citations
TL;DR
A global document analysis of 34 AI literacy frameworks published between 2015 and 2025 to examine their disciplinary orientations, theoretical foundations, contextual specificity, and competency structures indicates that existing frameworks cover cognitive, technical, ethical, application-oriented, pedagogical, and affective dimensions, but communication-related competencies remain dispersed and insufficiently consolidated.
Abstract
Artificial intelligence (AI) literacy has emerged as an essential competency in the context of rapid
technological transformation, yet existing frameworks have been developed unevenly across
disciplines and rarely address the specific needs of communication-related fields. This study conducts
a global document analysis of 34 AI literacy frameworks published between 2015 and 2025 to examine
their disciplinary orientations, theoretical foundations, contextual specificity, and competency
structures. The findings show that most frameworks are concentrated in education-oriented contexts,
while communication-specific frameworks remain limited. In addition, 82.4% of the identified
frameworks do not specify a national or regional context, and 73.5% do not specify an explicit
theoretical or model-based foundation. Through qualitative coding and framework content synthesis,
the study identifies a consolidated structure consisting of six overarching dimensions, 69 subdimensions, and 109 competencies. The results further indicate that existing frameworks cover
cognitive, technical, ethical, application-oriented, pedagogical, and affective dimensions, but
communication-related competencies remain dispersed and insufficiently consolidated. Elements
such as communication and collaboration, digital communication and expression, AI-generated
content evaluation, information and mis/disinformation, content authenticity, disclosure of AI use,
and responsible AI practices appear across selected frameworks, yet they are usually embedded
within broader competency structures rather than organized as a coherent communication-sensitive
AI literacy framework. By revealing these disciplinary, conceptual, and communication-related gaps,
this study provides an evidence-based foundation for future development of AI literacy frameworks
for communication-related fields. Future research should further develop and empirically validate
communication-sensitive AI literacy frameworks with communication students, educators, and
professionals.
Artificial intelligence (AI) literacy has emerged as an important component of information literacy (IL) instruction in academic libraries. As the field is still evolving, the review provides a timely snapshot of an emerging research domain rather than definitive conclusions. A total of 2,126 records were initially identified through searches across seven databases, and 32 studies were included for the detailed analysis in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. The findings indicate that AI literacy integration is at its infancy stage, with integration patterns continuing to evolve, and is constrained by numerous challenges, including limited access to licensed AI tools, outdated infrastructure, lack of staff training, insufficient institutional support, ethical and data privacy concerns, and the absence of standardized pedagogical frameworks. At the same time, the literature highlights emerging pedagogical framework, technological platforms, and institutional initiatives, which should be interpreted as provisional patterns. Regardless of these challenges, emerging evidence indicates that AI tools can enhance IL instruction by fostering critical thinking and responsible use. The results can be valuable to academic librarians, educators, and policymakers in making informed and strategic decisions about integrating AI literacy into IL instructional practices.
K. Mirza, Muhammad Arif· Education for Information· 0 citations
Competence frameworks function as structured knowledge codification systems: authoritative, domain-wide representations of professional knowledge that define what counts as competence within a field and how it should be organised. As such, they constitute a form of professional knowledge encyclopaedia, structured to comprehensively map an emerging or established knowledge domain. This paper examines how eight EU and international competence frameworks codify AI-related knowledge for STEAM educators, using a dual analytical lens comprising AI-TPACK and STEAMCompEdu. Read through this dual lens, the cross-framework analysis identifies four knowledge dimensions insufficiently addressed in the existing landscape: interdisciplinary pedagogical knowledge, creative-aesthetic AI knowledge, ethics as embedded disciplinary practice, and inquiry-oriented AI pedagogy. Based on these findings, the paper proposes three emerging theoretical extensions to AI-TPACK to address the identified lacunae and discusses implications for the design of structured professional knowledge codification systems that better represent complex, interdisciplinary, and rapidly evolving knowledge domains.
Michalis Ioannou, N. Spyropoulou, A. Kameas· Encyclopedia· 0 citations
The Responsible AI Literacy in Education (RAIL-Ed) framework is introduced, developed through a systematic review and qualitative framework analysis of 67 studies (2023-2025), grounded in critical, pragmatist, sociocultural, and human-centered traditions.
S. Hossain, S. Ahmadi, Leqi Li et al.· 0 citations
The debate on professional competence often contrasts technical knowledge with transferable skills, although labour-market transitions depend on their interaction with experience, identity and institutional conditions. This article examines how different scientific traditions and policy documents explain that interaction and proposes an integrative architecture for technical and vocational education and training. A critical systematic review was conducted on a directed corpus of 35 sources published between 1964 and 2026 and verified through journals, publishers, repositories and international organisations. The corpus comprises eight empirical studies or empirical syntheses, one systematic review, thirteen theoretical contributions, two handbooks and eleven institutional documents. Because populations, measures and outcomes were not commensurable, a pooled statistical effect was not calculated; synthesis without meta-analysis was applied through thematic coding, directional comparison and appraisal of inferential strength. Twenty-three sources address the complementarity of technical and transferable skills, eighteen focus on curriculum-work articulation, thirteen conceptualise employability as multidimensional, thirteen discuss digital, green or lifelong-learning transitions, and only six explicitly address African contexts. The analysis supports a five-layer architecture: epistemic-technical foundation, cognitive mobilisation, socio-professional coordination, longitudinal adaptability and institutional framing. Employability should not be attributed solely to individuals. TVET reform requires integrated curricula, supervised practice and longitudinal evaluation. The article’s contribution is to replace fragmented skill lists with a relational and testable model that can be adapted to African systems.
Mário Munto Ndala· Revista de Estudos Interdisc...· 0 citations
The convergence of artificial intelligence, digitalization, and social media has exposed the insufficiency of functional digital literacy as an educational outcome, intensifying attention to Critical Digital Literacy (CDL) as a construct concerned with the ideological and structural logics of digital platforms rather than mere operational use. CDL scholarship nonetheless remains fragmented and lacks a stable, shared taxonomy of its dimensions. This study reports a systematic literature review, following the PRISMA 2020 protocol, of CDL in educational contexts. A Scopus search yielded 130 records, narrowed to 73 after automated screening and to 49 after a stringent CDL-focus eligibility criterion. Qualitative designs dominate the corpus (~55%), followed by conceptual work (~31%), while validated quantitative measurement remains rare (four studies). Inductive synthesis identifies eight recurring CDL dimensions, spanning critical-analytical, socio-political, ethical, identity-based, productive, and civic concerns. None of the 49 included studies directly addresses vocational (VET) teacher education, despite vocational teachers' need to combine technical fluency with critical disposition. Five gaps are identified, concerning measurement instruments, the functional-versus-critical divide, affective dimensions, institutional barriers, and generative AI, with future directions proposed. The synthesis is a necessary step toward a dedicated CDL framework for pre-service vocational teachers.
A. R. Islami, Ade Gafar Abdullah, Dadang Lukman Hakim et al.· Jurnal Pembelajaran Bimbinga...· 0 citations
As Artificial Intelligence increasingly shapes organizational decision-making, managers must move beyond functional literacy toward critical engagement with its ethical, social, and governance implications. Despite growing AI ethics scholarship, a gap persists in how these competencies can be systematically developed within management education. This study addresses this gap by proposing the Ethical AI Literacy Framework for Management Education, a pedagogical architecture grounded in qualitative synthesis. Methodologically, the article conducts a systematic literature review of 581 peer-reviewed studies to map the multidisciplinary landscape of AI ethics in professional training. To overcome thematic fragmentation, an in-depth thematic analysis of 22 core studies was undertaken. Through abductive coding, these contributions were synthesized to identify recurrent pedagogical logics and competence clusters informing the framework’s construction. The resulting framework articulates three developmental blocks: conceptual foundations of AI systems; ethical reasoning and reflection; and applied managerial context—complemented by a cross-cutting dimension dedicated to curricular integration and evaluation. 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