AI Literacy in K-12 and Higher Education in the Wake of Generative AI: An Integrative Review

Accordingly, education researchers and practitioners have increasingly turned to AI literacy as an important learning objective. However, the definition of AI literacy remains vague. Researchers have used the term to describe learning interventions that differ by in school contexts, learning objectives, and types of AI technologies they use. Furthermore, the research of AI literacy is shifting significantly in the wake of generative AI. Thus, it is crucial to review the field and develop a conceptual framework that captures the diverse conceptualizations of AI literacy. The concept of AI literacy and recognition of its potential significance are well-established [75, 127]. One of the pioneering works by Touretzky et al. in 2019 laid out "five big ideas" for the AI4K12 initiative: "computers perceive the world using sensors", "agents maintain models/representations of the world and use them for reasoning", "computers can learn from data", "making agents interact with humans is a substantial challenge for AI developers", and "AI applications can impact society in both positive and negative ways" [127]. This paper had a major influence on subsequent AI literacy curriculum design. The next year, another prominent work by Long and Magerko defined AI literacy as "a set