Developing a conceptual framework for Artificial Intelligence (AI) literacy in higher education
Xue Zhou, Lilian Schofield
Abstract
This paper proposes a conceptual framework for integrating Artificial Intelligence (AI) into the curriculum. It builds on previous conceptual papers, which provided initial suggestions on integrating AI into teaching. The approach to developing the conceptual framework includes drawing on existing frameworks, AI literature, and case studies from the Queen Mary University of London President and Principal, an AI literacy-funded project. The opinion piece aims to advance our thinking on creating a teaching and learning toolkit to support educators in integrating AI into their teaching, enhancing students’ AI literacy and skills. This paper has two main objectives: first, it develops an AI literacy conceptual framework to support educators in integrating AI into their teaching, and second, it provides suggestions on how to engage with it.