Unveiling AI literacy in K-12 education: a systematic literature review of empirical research
Qihua Tan, Xin Tang
Abstract
With the rise of AI, students must develop AI literacy for digital citizenship and future careers. Many countries are promoting AI curriculum integration in K-12 education. However, reviews summarizing empirical studies on AI literacy in K-12 education are scarce. This study conducts a systematic review of 22 studies from three databases. Bibliometric analysis indicated an increasing academic interest in this field, with most studies employing mixed methods, particularly focusing on secondary education. The thematic analysis identified three categories and six subcategories: knowing AI literacy in K-12 education (dimensions of AI literacy and perceptions of AI literacy education), integrating AI literacy into K-12 education (development of AI literacy and influencing factors of AI literacy), and assessing AI literacy in K-12 education (measurement of AI literacy and effects of AI literacy). Additionally, the findings highlighted some under-researched issues, including the factors influencing AI literacy, the development of AI literacy among K-12 teachers, and the perceptions of stakeholders such as parents, teachers, and students. This study offers insights into the current state of AI literacy research in K-12 education, highlighting key trends, methodologies, and emerging themes. It provides guidance for future research and informs policy and curriculum design for AI literacy education.