Artificial intelligence literacy at school: A systematic review with a focus on psychological foundations

Abstract

Artificial Intelligence (AI) is significantly changing school education. The increasing prevalence of AI calls for a framework of AI-related literacy specifically tailored to the educational context. A growing body of research has attempted to conceptualise AI literacy (AIL) from different disciplinary perspectives and with different foci. This systematic review aims to provide a comprehensive overview of definitions and psychological dimensions of AIL in school education by addressing the following questions: how is AIL defined and conceptualised, what are the dimensions of AIL, and what psychological dimensions are included. A total of 2642 records were identified from various databases, and 58 peer-reviewed articles were retrieved for this systematic review, which strictly followed the PRISMA guidelines. The findings propose different definitions of AIL for teachers, students and other educational professionals, and identifies dimensions that include cognitive, emotional, psychological, and behavioural constructs. More detailed, the review identifies six dimensions for teachers, such as contextual knowledge and continuous professional growth. For students, eight dimensions were identified, including AI-related thinking capacity and preparation for AI careers. Certain dimensions, such as AI knowledge and skills, AI ethics and societal implications, generative AI-specific competency, and most importantly, the psychological dimension consisting of cognitive and non-cognitive elements, were found to be shared across all target groups. Furthermore, personalisation and contextual adaptability emerged as additional key dimensions. In sum, the findings offer valuable insights for future research and practical guidance for decision-making in AI education, particularly in the areas of curriculum design, implementation, and assessment.

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