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From Digital Literacy to AI Literacy: Developing a Comprehensive Framework for the Age of Artificial Intelligence.

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Title: From Digital Literacy to AI Literacy: Developing a Comprehensive Framework for the Age of Artificial Intelligence.
Authors: Ranieri, Maria1 (AUTHOR) maria.ranieri@unifi.it, Biagini, Gabriele1 (AUTHOR) gabriele.biagini@unifi.it, Cuomo, Stefano1 (AUTHOR) stefano.cuomo@unifi.it
Source: Research on Education & Media. Jun2026, Vol. 18 Issue 1, p31-44. 14p.
Subject Terms: *Digital literacy, *Curriculum planning, *Life skills, *Cognitive ability, Artificial intelligence & ethics, Critical analysis, Schemas (Psychology)
Abstract: As artificial intelligence (AI) increasingly permeates various sectors, existing digital literacy frameworks prove insufficient for addressing the unique challenges posed by autonomous, data-driven AI systems. This study aims to develop a comprehensive AI literacy framework that extends traditional digital literacy models to encompass the competencies required for effective and ethical engagement with AI technologies. Through a multi-phase research process conducted between 2022 and 2025, we employed two scoping reviews and one systematic literature review. The first phase analysed 35 articles on AI literacy conceptualization, the second examined 12 studies on AI literacy assessment tools, and the third systematically reviewed 87 studies from an initial pool of 323 records across major databases including Web of Science, SCOPUS, ERIC, and IEEE Xplore. Building on Calvani et al. (2009) digital literacy framework, we propose an AI literacy framework with four interconnected dimensions: cognitive (understanding AI concepts and mechanisms), operational (practical skills for AI interaction and application), critical (evaluating AI-generated content and societal impacts), and ethical (navigating moral implications and responsible AI use). The framework addresses key gaps in how AI literacy is conceptualized, moving beyond tool-based competencies to include understanding of autonomous systems. The transition from digital to AI literacy represents a paradigm shift requiring new competencies for educational, professional, and societal contexts. The framework provides a foundation for curriculum development, assessment design, and policy formulation to ensure individuals can critically engage with AI technologies while addressing their ethical and social implications. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:As artificial intelligence (AI) increasingly permeates various sectors, existing digital literacy frameworks prove insufficient for addressing the unique challenges posed by autonomous, data-driven AI systems. This study aims to develop a comprehensive AI literacy framework that extends traditional digital literacy models to encompass the competencies required for effective and ethical engagement with AI technologies. Through a multi-phase research process conducted between 2022 and 2025, we employed two scoping reviews and one systematic literature review. The first phase analysed 35 articles on AI literacy conceptualization, the second examined 12 studies on AI literacy assessment tools, and the third systematically reviewed 87 studies from an initial pool of 323 records across major databases including Web of Science, SCOPUS, ERIC, and IEEE Xplore. Building on Calvani et al. (2009) digital literacy framework, we propose an AI literacy framework with four interconnected dimensions: cognitive (understanding AI concepts and mechanisms), operational (practical skills for AI interaction and application), critical (evaluating AI-generated content and societal impacts), and ethical (navigating moral implications and responsible AI use). The framework addresses key gaps in how AI literacy is conceptualized, moving beyond tool-based competencies to include understanding of autonomous systems. The transition from digital to AI literacy represents a paradigm shift requiring new competencies for educational, professional, and societal contexts. The framework provides a foundation for curriculum development, assessment design, and policy formulation to ensure individuals can critically engage with AI technologies while addressing their ethical and social implications. [ABSTRACT FROM AUTHOR]
ISSN:20370849
DOI:10.2478/rem-2026-0005