AI literacy

This study presents an integrative review of scholarly literature published between 2016 and 2022 to synthesize how AI literacy has been conceptualized, taught, and measured. Drawing on over 40 empirical and theoretical sources, the review maps trends across educational levels—from primary to higher and adult education—and user groups, including students, teachers, professionals, and the general public. Key findings reveal significant diversity in pedagogical strategies, ranging from project-based learning and digital storytelling to flipped classrooms and professional development programs. Conceptualizations of AI literacy vary widely, encompassing technical, ethical, civic, and empowerment-oriented dimensions. Meanwhile, the field continues to face challenges related to definitional ambiguity, limited standardization of assessment tools, and inconsistent integration of ethical and socio-cultural considerations. The review emphasizes the need for convergence around shared frameworks, scalable pedagogies, and cross-contextual evaluation tools. It concludes by identifying future directions for inclusive, empirically grounded, and ethically aware AI literacy initiatives aimed at fostering reflective and informed engagement with AI systems.

This study presents a systematic literature review of 24 academic and policy-focused sources published between 2020 and 2025, synthesizing how AI literacy is conceptualized, operationalized, and integrated into national and regional strategies. Using the PRISMA framework, this study identifies recurrent challenges—such as infrastructural disparities, linguistic exclusion, and policy fragmentation—and highlights innovative, context-sensitive initiatives in countries like India, Kenya, and South Africa. The findings highlight that AI literacy as a multidimensional construct that encompasses technical proficiency, civic engagement, ethical reasoning, and digital sovereignty. The study reveals that national strategies often mirror Global North paradigms, risking misalignment with local epistemologies and socio-economic conditions. As a corrective, the review underscores the need for regionally grounded, community-informed, and equity-driven approaches that position AI literacy as a foundational right and development tool. By treating AI literacy as a cross-sectoral policy issue rather than a narrow educational objective, this research contributes to the emerging discourse on inclusive, democratic, and fair digital transformation.