Artificial intelligence literacy in higher and adult education: A scoping literature review (2022)

The article by Matthias Carl Laupichler and colleagues provides an in-depth scoping review of the literature on artificial intelligence (AI) literacy within higher and adult education. It assesses the current state of research, identifying gaps and offering a clear delineation of what constitutes AI literacy. The review emphasizes the importance of AI literacy for non-experts to effectively interact with technology across various domains.

Main Takeaways:

• Definition and Scope of AI Literacy: AI literacy is defined as the ability to understand, use, and critically assess AI technologies without needing to develop AI models. This encompasses competencies crucial for effective communication and collaboration with AI systems in everyday and professional settings.
• State of Research: The field is relatively nascent with diverse approaches to fostering AI literacy. The literature suggests an emerging focus on developing foundational AI knowledge among non-technical audiences.
• Educational Strategies and Recommendations: Various educational strategies are highlighted, including the integration of AI topics in non-IT curricula, use of accessible learning modules, and emphasis on ethical considerations of AI use.
• Impact and Implications: The review underscores the significant potential of AI literacy to enhance professional competencies and informed decision-making in a technology-driven world.