The article advances an expansive conceptualization of AI literacies, proposing that they be understood through multiple lenses and learning spaces, including operational, sociocultural, and critical dimensions. The article systematically reviews studies that focus on AI literacy for youth and young learners through educational programs and activities up to 2023. It examines these programs’ goals, their conceptualizations of AI literacy, and the extent to which they draw on learning theories in alignment with these goals.
A key finding is that, despite the use of “critical” terminology to describe certain activities, learning experiences across programs predominantly emphasize functional aspects of AI rather than its sociocultural and critical dimensions. The review highlights the importance of integrating these multiple dimensions and calls for more intentional design that supports such interdisciplinary engagement with AI and emerging technologies.
Link to the full article: https://doi.org/10.1016/j.caeai.2025.100491
Conference proceedings (Hebrew): https://drive.google.com/file/d/1TG84_dhk2yT2oEI07JAtC-AGU-QYshZU/view?usp=drivesdk
Authors: Osnat Atias, Areej Mawasi
Research group’s website: https://mawasi.net.technion.ac.il/
