Author: Davy Tsz Kit Ng

DOI: 10.62670/2308-7668.2025.53.3.008

Source: Issue: vol. 53 No. 3:13 October 2025

Publisher: PE "Center of Excellence"

Document type: Review and analytical article

Abstract

This article explores the evolving concept of AI literacy in the context of generative artificial intelligence (GenAI) and its implications for education. It traces the development of AI literacy frameworks from technical foundations toward more holistic models incorporating cognitive, ethical, behavioural, affective, and metacognitive dimensions. The paper examines institutional and governmental efforts to promote AI literacy, highlighting practical implementations at universities and challenges such as misinformation, “lazy learning”, reduced student agency, and ethical concerns. It also addresses disparities in AI access, socialisation shifts, and the need to reframe pedagogical approaches in the age of automation. With emerging technologies like digital humans and brain-computer interfaces, the article calls for a re-conceptualization of AI literacy that is context-sensitive, needspecific, and value-driven. Ultimately, it argues for fostering critical thinking, empathy, and human-centred values alongside technical competence in an increasingly AI-driven world.

Key words: AI literacy, education technology, ethics in AI

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