Artificial intelligence literacy in social research: A bibliometric analysis of conceptual evolution and emerging trends

Eluard Alexander Mendoza-Zenozain; Franklin Cordova-Buiza

doi:10.30935/cedtech/19597

Eluard Alexander Mendoza-Zenozain ¹ ^* , Franklin Cordova-Buiza ²

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CONT ED TECHNOLOGY, Volume 18, Issue 4, Article No: ep698

https://doi.org/10.30935/cedtech/19597

Submitted: 28 May 2026, Published Online: 13 October 2026

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Abstract

In contemporary digital society, artificial intelligence literacy (AI literacy) has become a key competence that enables citizens to understand and actively participate in increasingly automated environments. However, despite the rapid growth of scientific output, partly driven by tools such as ChatGPT, the literature reveals substantial conceptual fragmentation that hinders an integrated understanding of its educational and ethical dimensions. In this context, this study aimed to analyze the intellectual evolution and conceptual structure of research on AI literacy, based on Scopus-indexed literature. A bibliometric methodology was applied to a corpus of 2,645 documents using scientific mapping techniques to identify publication patterns, collaboration networks, and dominant thematic streams. The results reveal an accelerated expansion of the field and a shift from early approaches focused primarily on educational contexts such as K-12 education and computational thinking toward more complex frameworks that incorporate algorithmic ethics, psychological acceptance of technology, critical thinking, and academic integrity challenges associated with generative AI (GenAI). Overall, this study contributes to the educational technology literature by providing a longitudinal bibliometric interpretation of the evolution of AI literacy and by identifying emerging research agendas related to GenAI, ethical reasoning, and critical digital competencies in contemporary education.

Keywords: AI literacy, artificial intelligence, generative AI, educational technology, bibliometric analysis, higher education

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Citation

Mendoza-Zenozain, E. A., & Cordova-Buiza, F. (2026). Artificial intelligence literacy in social research: A bibliometric analysis of conceptual evolution and emerging trends. Contemporary Educational Technology, 18(4), Article ep698. https://doi.org/10.30935/cedtech/19597

Mendoza-Zenozain, E. A., and Cordova-Buiza, F. (2026). Artificial intelligence literacy in social research: A bibliometric analysis of conceptual evolution and emerging trends. Contemporary Educational Technology, 18(4), ep698. https://doi.org/10.30935/cedtech/19597

Mendoza-Zenozain EA, Cordova-Buiza F. Artificial intelligence literacy in social research: A bibliometric analysis of conceptual evolution and emerging trends. CONT ED TECHNOLOGY. 2026;18(4), ep698. https://doi.org/10.30935/cedtech/19597

Mendoza-Zenozain, Eluard Alexander, and Franklin Cordova-Buiza. "Artificial intelligence literacy in social research: A bibliometric analysis of conceptual evolution and emerging trends". Contemporary Educational Technology 2026 18 no. 4 (2026): ep698. https://doi.org/10.30935/cedtech/19597

Mendoza-Zenozain, Eluard Alexander et al. "Artificial intelligence literacy in social research: A bibliometric analysis of conceptual evolution and emerging trends". Contemporary Educational Technology, vol. 18, no. 4, 2026, ep698. https://doi.org/10.30935/cedtech/19597

Mendoza-Zenozain EA, Cordova-Buiza F. Artificial intelligence literacy in social research: A bibliometric analysis of conceptual evolution and emerging trends. CONT ED TECHNOLOGY. 2026;18(4):ep698. https://doi.org/10.30935/cedtech/19597