Artificial intelligence (AI) is transforming education and the workforce, but access to AI learning opportunities in Africa remains uneven. With rapid demographic shifts and growing labour market pressures, AI has become a strategic development priority, making the demand for relevant skills more urgent. This study investigates how universities and industries engage in shaping AI education and workforce preparation, drawing on survey responses from five African countries (Ghana, Namibia, Rwanda, Kenya and Zambia). The findings show broad recognition of AI importance but limited evidence of consistent engagement, practical training, or equitable access to resources. Most respondents who rated the AI component of their curriculum as very relevant reported being well prepared for jobs, but financial barriers, poor infrastructure, and weak communication limit participation, especially among students and underrepresented groups. Respondents highlighted internships, industry partnerships, and targeted support mechanisms as critical enablers, alongside the need for inclusive governance frameworks. The results showed both the growing awareness of AI's potential and the structural gaps that hinder its translation into workforce capacity. Strengthening university-industry collaboration and addressing barriers of access, funding, and policy are central to ensuring that AI contributes to equitable and sustainable development across the continent.

This chapter introduces the AI & Data Acumen Learning Outcomes Framework, a comprehensive tool designed to guide the integration of AI literacy across higher education. Developed through a collaborative process, the framework defines key AI and data-related competencies across four proficiency levels and seven knowledge dimensions. It provides a structured approach for educators to scaffold student learning in AI, balancing technical skills with ethical considerations and sociocultural awareness. The chapter outlines the framework's development process, its structure, and practical strategies for implementation in curriculum design, learning activities, and assessment. We address challenges in implementation and future directions for AI education. By offering a roadmap for developing students' holistic AI literacy, this framework prepares learners to leverage generative AI capabilities in both academic and professional contexts.

Many institutions are currently grappling with teaching artificial intelligence (AI) in the face of growing demand and relevance in our world. The Computing Research Association (CRA) has conducted 32 moderated virtual roundtable discussions of 202 experts committed to improving AI education. These discussions slot into four focus areas: AI Knowledge Areas and Pedagogy, Infrastructure Challenges in AI Education, Strategies to Increase Capacity in AI Education, and AI Education for All. Roundtables were organized around institution type to consider the particular goals and resources of different AI education environments. We identified the following high-level community needs to increase capacity in AI education. A significant digital divide creates major infrastructure hurdles, especially for smaller and under-resourced institutions. These challenges manifest as a shortage of faculty with AI expertise, who also face limited time for reskilling; a lack of computational infrastructure for students and faculty to develop and test AI models; and insufficient institutional technical support. Compounding these issues is the large burden associated with updating curricula and creating new programs. To address the faculty gap, accessible and continuous professional development is crucial for faculty to learn about AI and its ethical dimensions. This support is particularly needed for under-resourced institutions and must extend to faculty both within and outside of computing programs to ensure all students have access to AI education. We have compiled and organized a list of resources that our participant experts mentioned throughout this study. These resources contribute to a frequent request heard during the roundtables: a central repository of AI education resources for institutions to freely use across higher education.

As Artificial Intelligence (AI) technologies continue to evolve, the gap between academic AI education and real-world industry challenges remains an important area of investigation. This study provides preliminary insights into challenges AI professionals encounter in both academia and industry, based on semi-structured interviews with 14 AI experts - eight from industry and six from academia. We identify key challenges related to data quality and availability, model scalability, practical constraints, user behavior, and explainability. While both groups experience data and model adaptation difficulties, industry professionals more frequently highlight deployment constraints, resource limitations, and external dependencies, whereas academics emphasize theoretical adaptation and standardization issues. These exploratory findings suggest that AI curricula could better integrate real-world complexities, software engineering principles, and interdisciplinary learning, while recognizing the broader educational goals of building foundational and ethical reasoning skills.

AI, especially Large Language Models (LLMs) like ChatGPT, have rapidly developed and gained widespread adoption in the past five years, shifting user preference from traditional search engines. However, the generative nature of LLMs raises concerns about presenting misinformation as fact. To address this, we developed a web-based application that helps K-12 students enhance critical thinking by identifying misleading information in LLM responses about major historical figures. In this paper, we describe the implementation and design details of the DoYouTrustAI tool, which can be used to provide an interactive lesson which teaches students about the dangers of misinformation and how believable generative AI can make it seem. The DoYouTrustAI tool utilizes prompt engineering to present the user with AI generated summaries about the life of a historical figure. These summaries can be either accurate accounts of that persons life, or an intentionally misleading alteration of their history. The user is tasked with determining the validity of the statement without external resources. Our research questions for this work were:(RQ1) How can we design a tool that teaches students about the dangers of misleading information and of how misinformation can present itself in LLM responses? (RQ2) Can we present prompt engineering as a topic that is easily understandable for students? Our findings highlight the need to correct misleading information before users retain it. Our tool lets users select familiar individuals for testing to reduce random guessing and presents misinformation alongside known facts to maintain believability. It also provides pre-configured prompt instructions to show how different prompts affect AI responses. Together, these features create a controlled environment where users learn the importance of verifying AI responses and understanding prompt engineering.

Problem-Based Learning (PBL) has significantly impacted biomedical engineering (BME) education since its introduction in the early 2000s, effectively enhancing critical thinking and real-world knowledge application among students. With biomedical engineering rapidly converging with artificial intelligence (AI), integrating effective AI education into established curricula has become challenging yet increasingly necessary. Recent advancements, including AI's recognition by the 2024 Nobel Prize, have highlighted the importance of training students comprehensively in biomedical AI. However, effective biomedical AI education faces substantial obstacles, such as diverse student backgrounds, limited personalized mentoring, constrained computational resources, and difficulties in safely scaling hands-on practical experiments due to privacy and ethical concerns associated with biomedical data. To overcome these issues, we conducted a three-year (2021-2023) case study implementing an advanced PBL framework tailored specifically for biomedical AI education, involving 92 undergraduate and 156 graduate students from the joint Biomedical Engineering program of Georgia Institute of Technology and Emory University. Our approach emphasizes collaborative, interdisciplinary problem-solving through authentic biomedical AI challenges. The implementation led to measurable improvements in learning outcomes, evidenced by high research productivity (16 student-authored publications), consistently positive peer evaluations, and successful development of innovative computational methods addressing real biomedical challenges. Additionally, we examined the role of generative AI both as a teaching subject and an educational support tool within the PBL framework. Our study presents a practical and scalable roadmap for biomedical engineering departments aiming to integrate robust AI education into their curricula.

Lisa Amini (IBM Research), Henr y F. Kor th (Lehigh University), Nita Patel (Otis), Evan Peck (University of Colorado Boulder), Ben Zorn (Microsoft) It is believed by some that we are entering a new age of technology, characterized by advanced, per vasive Ar tificial Intelligence (AI), during which the rate of workforce and economic disruption will be substantially greater than previous periods. Regardless of whether a new era has commenced, AI is increasing in capability, speeding integration into the workplace and our homes, and prevailing in both technical and non-technical contexts and occupations. New skills and professions -- many of which are not yet conceived -- will arise, as will widespread job displacement. Just as the Information Age required national imperatives for computing education, similar imperatives exist for the rise of AI. In a sur vey of 4702 CEOs, 70 percent say AI will significantly change the way their companies create, deliver, and capture value over the next three years, and 45 percent believe their companies will no longer be viable in ten years if they continue on their current path.

The need for and challenges of teaching artificial intelligence (AI) at primary, secondary, and upper-secondary levels have been a major focus of recent academic discussions [1],[2],[3]. Often referred to as AI4K12 [4], this area explores global initiatives that introduce AI to students from kindergarten through high school. The rapid advancements in deep learning and generative AI technologies suggest AI will become a transformative force. This realisation has prompted governments and policymakers to recognise the need to prepare future citizens for a world heavily influenced by AI. As AI becomes increasingly integrated into information systems, concerns are mounting about citizens' ability to use these systems responsibly and understand the consequences of not doing so [5]. Furthermore, anxieties regarding AI's potential impact on societal sustainability highlight the need to equip future workforces with the skills to combine human creativity with AI's potential to create sustainable systems.

This paper presents a curriculum, "AI Literacy for All," to promote an interdisciplinary understanding of AI, its socio-technical implications, and its practical applications for all levels of education. With the rapid evolution of artificial intelligence (AI), there is a need for AI literacy that goes beyond the traditional AI education curriculum. AI literacy has been conceptualized in various ways, including public literacy, competency building for designers, conceptual understanding of AI concepts, and domain-specific upskilling. Most of these conceptualizations were established before the public release of Generative AI (Gen-AI) tools like ChatGPT. AI education has focused on the principles and applications of AI through a technical lens that emphasizes the mastery of AI principles, the mathematical foundations underlying these technologies, and the programming and mathematical skills necessary to implement AI solutions. In AI Literacy for All, we emphasize a balanced curriculum that includes technical and non-technical learning outcomes to enable a conceptual understanding and critical evaluation of AI technologies in an interdisciplinary socio-technical context. The paper presents four pillars of AI literacy: understanding the scope and technical dimensions of AI, learning how to interact with Gen-AI in an informed and responsible way, the socio-technical issues of ethical and responsible AI, and the social and future implications of AI. While it is important to include all learning outcomes for AI education in a Computer Science major, the learning outcomes can be adjusted for other learning contexts, including, non-CS majors, high school summer camps, the adult workforce, and the public. This paper advocates for a shift in AI literacy education to offer a more interdisciplinary socio-technical approach as a pathway to broaden participation in AI.

As more clinical workflows continue to be augmented by artificial intelligence (AI), AI literacy among physicians will become a critical requirement for ensuring safe and ethical AI-enabled patient care. Despite the evolving importance of AI in healthcare, the extent to which it has been adopted into traditional and often-overloaded medical curricula is currently unknown. In a scoping review of 1,699 articles published between January 2016 and June 2024, we identified 18 studies which propose guiding frameworks, and 11 studies documenting real-world instruction, centered around the integration of AI into medical education. We found that comprehensive guidelines will require greater clinical relevance and personalization to suit medical student interests and career trajectories. Current efforts highlight discrepancies in the teaching guidelines, emphasizing AI evaluation and ethics over technical topics such as data science and coding. Additionally, we identified several challenges associated with integrating AI training into the medical education program, including a lack of guidelines to define medical students AI literacy, a perceived lack of proven clinical value, and a scarcity of qualified instructors. With this knowledge, we propose an AI literacy framework to define competencies for medical students. To prioritize relevant and personalized AI education, we categorize literacy into four dimensions: Foundational, Practical, Experimental, and Ethical, with tailored learning objectives to the pre-clinical, clinical, and clinical research stages of medical education. This review provides a road map for developing practical and relevant education strategies for building an AI-competent healthcare workforce.