Jul 2026· Annual Conference on Innovation and Technology in Computer Science Education· pp. 492-498· 0 citations· 32 references
Computer Science
TL;DR
This position paper argues that global AI literacy frameworks are not suitable for Ghana and similar contexts because they view AI literacy primarily as a curricular issue rather than a governance question, and identifies blind spots regarding learner agency, data sovereignty, and platform dependence.
Abstract
Artificial intelligence (AI) literacy is being highlighted in education policy as essential due to the rapid incorporation of AI, particularly generative AI, in learning environments. This position paper argues that global AI literacy frameworks are not suitable for Ghana and similar contexts because they view AI literacy primarily as a curricular issue rather than a governance question. Using the Royal Society's framework as an example, it suggests that these models make assumptions about infrastructure and data governance that do not align with Ghanaian realities. The paper identifies blind spots regarding learner agency, data sovereignty, and platform dependence, proposing that AI literacy should be seen as a form of soft governance. It also advocates for ethno-AI literacy as a locally relevant alternative, prompting discussion on the risks of adopting global models that may hinder educational autonomy in the Majority World.
The study identifies key themes in generative AI governance, including responsible experimentation, transparency, AI literacy and faculty discretion in policy implementation, including responsible experimentation, transparency, AI literacy and faculty discretion in policy implementation.
Abdullah Alotaibi, A. Aseery, Abdulaziz A. Alfayez et al.· British Educational Research...· 0 citations
Regression analysis showed that AI familiarity, frequency of use, and policy awareness were significantly associated with stronger support for empowerment-oriented governance, which inform a five-pillar framework for responsible AI integration encompassing AI Literacy Integration, Stage-Based Access, Transparent Use No...
A. Akib, Mohammad Aseer Intisar, Md. Sabbir Ahmed et al.· The Compass· 0 citations
The findings of this paper call for AI literacy and capacity-building workshops, clear guidelines for the ethical use of AI, and mentorship, collaboration, and community engagement to advance AI adoption among students.
F. Ravhuhali· Journal of Education and Lea...· 0 citations
As artificial intelligence (AI) becomes increasingly embedded in higher education, empirical evidence on how institutional governance shapes its equitable and responsible implementation in South African universities remains limited. This study examined how institutional policies and governance practices influence the i...
R. Lumadi· International Journal of Stu...· 0 citations
ABSTRACT
Generative artificial intelligence is moving rapidly into university teaching, assessment, research and administration, forcing higher education institutions to decide not only whether AI should be used, but how its use should be governed. In Bangladesh, recent evidence points to policy gaps, uneven institutio...
Farzana Rahman, Tilottama Ahmed· HHH Research Blog· 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
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