Research Article
Andreja Istenič, Tina Lekan Kraševec, Žiga Turk, Maja Lebeničnik
CONT ED TECHNOLOGY, Volume 18, Issue 4, Article No: ep702
ABSTRACT
Literacy is embedded in social practices that adopt socially constructed technologies. In the 20th century, the invention of the computer facilitated information literacy and computational thinking. Media literacy emerged alongside the development of media. In the 21st century, the accessibility of artificial intelligence (AI)-powered chatbots using conversational language has expanded significantly, creating a need for their integration in education. AI literacy is being studied within frameworks similar to those of its predecessors, requiring conceptualization and differentiation from related literacy concepts. As of 2025, teacher education regarding AI literacy has been identified as an under-researched area. This article examines AI literacy through the lens of pre-service teachers’ literacy competencies that will shape the literacy practices of future generations. During their own schooling, the current generation of prospective teachers encountered information, digital, and media literacy, as well as computational thinking; these are analyzed here as predictors of AI literacy, measured using the scale for the assessment of non-experts’ artificial intelligence literacy (SNAIL) instrument. Personality traits and mindset are also investigated as predictors of the prospective teachers’ professional competence. The study was conducted in 2024/25 with a sample of pre-service teachers. The research questions are: What is the structure of AI literacy in the sample? To what extent can AI literacy be predicted by components of information literacy? How much of AI literacy can be explained by various established technology-related literacies? To what extent do personality and mindset contribute to predicting AI literacy? The findings confirmed a two-factor solution for SNAIL, comprising technical understanding and critical application. Student perception of information literacy skills proved accurate in predicting the critical application of AI. In addition to information literacy, predictors included the media production subscale of media literacy and mindset. Technical understanding of AI was predicted by the media production subscale, the computational thinking subscales algorithmic thinking and cooperativity, and the personality trait of agreeableness. Establishing AI literacy as an essential teacher competency requires thorough research into AI’s educational impacts and strict alignment with pedagogical goals. Navigating the ethical and moral dimensions of AI usage provides the necessary foundation for this literacy. Consequently, training programs can intentionally foster AI competence by merging specialized literacy modules with algorithmic thinking, media production, and growth-mindset interventions.
Keywords: pre-service teachers, artificial intelligence literacy, information literacy, media literacy, computational thinking, personality traits, growth mindset
Review Article
Tatyana Shoustikova, Zulfiya F. Zaripova, Gasangusein Ibragimov, Natalia A. Zaitseva, Olga V. Pashanova, Alisa V. Lobuteva
CONT ED TECHNOLOGY, Volume 18, Issue 1, Article No: ep628
ABSTRACT
The aim of the study is to research based on artificial intelligence (AI) literacy in the context of education with the bibliometric analysis method. Study identifies trends in studies on AI literacy and reveals the main disciplines, methodologies, and thematic focal points of this field. During the data collection process, a comprehensive search of the Web of Science and Scopus databases was carried out. A total of 154 articles published as of February 2025 were included in the analysis. The year of publication, database, research area, country of publication, journal in which it was published, university in which it was conducted, author distribution, method, abstract and keyword trends, and citation network information were analyzed. VOSviewer software was used for data visualization and network mapping. According to the results; It was seen that the first article on the subject was published in 2019 and the highest number of articles were published in 2024. In the researches, it was seen that AI literacy focused on teacher education, student skills, reflection on programs, ethical concerns and technological infrastructure. It was observed that the most phase research was conducted in China and the USA and the quantitative method was predominantly used. The journals in which the researches are published the most are Education and Information Technologies and Computers and education: Artificial Intelligence. As an institution, Education University of Hong Kong is the university with the most research on the subject. It was observed that the words AI, literacy, Higher education and teacher competency were used extensively as keywords and abstracts. In terms of the results, it was suggested to the researchers that comparative studies examining how AI literacy is perceived and applied in different cultural and educational contexts and research that includes multifaceted evaluations in which mixed methodology is put to work can be conducted.
Keywords: artificial intelligence literacy, bibliometric analysis, AI in education, research trends, citation network analysis