AI literacy in a cultural context: essential components for generation Z

Abstract

Purpose This study explores the integration of AI literacy within culturally responsive and interdisciplinary education frameworks, emphasizing its relevance for Generation Z. It aims to identify key components, challenges and implications of embedding ethical, technical and cultural dimensions into AI education. Design/methodology/approach The study employed a qualitative content analysis technique. In order to identify and select information-rich cases, a semi-structured interview was conducted with 20 experts in Iran's public and private universities based on the criterion-dependent targeted sampling method. Four credibility, transferability, dependability and conformability criteria were used to increase the accuracy of qualitative. Findings The study identified essential AI literacy competencies for Generation Z in culturally diverse digital contexts, including ethical reasoning, data awareness and critical engagement with algorithms. It also highlighted key facilitators like community involvement and multilingual resources and barriers such as limited teacher training and rigid curricula. Culturally responsive methods, including storytelling and project-based learning, emerged as effective strategies for equitable AI education. Originality/value This work contributes a holistic perspective on AI literacy that bridges technical knowledge with cultural and ethical awareness. It highlights the urgent need for a unified framework, expanded research in underrepresented contexts and investment in teacher capacity. By aligning AI education with students' lived experiences and community values, the study offers a transformative vision for preparing Generation Z to navigate and shape the future of technology with empathy, responsibility and innovation.

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