Designing Curricula for AI Literacy: A Narrative Review of Emerging Frameworks and Pedagogical Models
Stephen Abu
*
Educational Leadership, Policy and Technology Studies, University of Alabama, Tuscaloosa, USA.
George Ayobami Thomas
College of Engineering, Iowa State University, Ames, Iowa, USA.
Precious Esong Sone
East Carolina University, United States.
Olajumoke Mary Ayeni
Department of Chemistry, University of North Texas, Denton, Texas 76201, USA.
Lilian Chinweotito Awah
Department of Educational Management, University of Benin, Benin City, Nigeria.
*Author to whom correspondence should be addressed.
Abstract
Artificial intelligence (AI) is rapidly reshaping the nature of work, communication, and civic life, positioning AI literacy as an essential competency for learners in the 21st century. Education systems are increasingly tasked with integrating AI concepts, yet uncertainty persists about what knowledge and skills should be prioritized, how they should be taught, and which frameworks best support scalable adoption. This narrative review synthesizes emerging literature on AI literacy curriculum design to provide clarity on the field’s evolving foundations. Relevant scholarship was identified through academic database searches and thematic analysis, including peer-reviewed studies, educational frameworks, and policy documents published between 2016 and 2025. The review identifies four primary competency domains—technical knowledge, ethical and societal awareness, human–AI collaboration, and problem-solving and creativity—and highlights pedagogical approaches that promote active, critical, and experiential learning. However, significant gaps remain, particularly regarding equitable access, teacher preparedness, and alignment of policy with rapidly advancing technology. The findings underscore the need for coordinated, research-informed frameworks that embed ethics, inclusion, and adaptability at every level of implementation. Future research and policy efforts should focus on establishing universal learning standards and sustainable support structures to ensure that AI literacy becomes a fundamental and accessible component of modern education.
Keywords: AI literacy, curriculum design, computational thinking, AI education, digital pedagogy, K-12 education, higher education