<scp>AI</scp> Literacy: Definition, Teaching, Evaluation and Ethical Issues

TLDR

Artificial Intelligence is a top priority for education leaders, yet public understanding of AI technologies and AI literacy remains under‑explored, posing challenges for the next generation. The study conducted an exploratory review to conceptualize AI literacy and establish a theoretical foundation for its definition, teaching, and evaluation. The review analyzed 18 peer‑reviewed articles and proposed four aspects—knowledge, use, evaluation, and ethics—to foster AI literacy, adapting classic literacies. The study consolidates a definition, teaching framework, and ethical concerns for AI literacy, laying groundwork for future competency development and assessment research.

Abstract

Abstract Artificial Intelligence (AI) is at the top of the agenda for education leaders today in educating the next generation across the globe. However, public understanding of AI technologies and how to define AI literacy is under‐explored. This vision poses upcoming challenges for our next generation to learn about AI. On this note, an exploratory review was conducted to conceptualize the newly emerging concept “AI literacy”, in search for a sound theoretical foundation to define, teach and evaluate AI literacy. Grounded in literature on 18 existing peer‐reviewed articles, this review proposed four aspects (i.e, know and understand, use, evaluate, and ethical issues) for fostering AI literacy based on the adaptation of classic literacies. This study sheds light on the consolidated definition, teaching, and ethical concerns on AI literacy, establishing the groundwork for future research such as competency development and assessment criteria on AI literacy.