This AI Literacy Review covers the UN’s AI governance initiatives, Google’s $1 billion investment in AI literacy, California’s agreement with big tech for AI training, AI literacy for medical professionals and nursing students, expansion of librarian’s role in info literacy, AI literacy in community education, UNESCO’s AI and the future of education essay collection, American Historical Association Council’s principles for AI in history education, Anthropic’s launch of higher education advisory board and AI fluency courses, Anthropic and Microsoft’s education reports, Digital Education Council’s AI readiness framework, New Zealand Council for Educational Research’s findings about Gen. AI in primary schools, podcasts and essays on AI literacy and metaphors for AI, AI in vocational education, AI literacy of Iranian and Iraqi university students, AI literacy of Chinese students, AI literacy and critical thinking, AI and civic literacy, and more!
General
The UN General Assembly establishes a multidisciplinary Independent International Scientific Panel on Artificial Intelligence and Global Dialogue on Artificial Intelligence Governance with one of the goals being to close the digital divide and AI divide.
Google announces $1 billion in the next three years to invest in AI literacy programs, research funding, and computing resources. The Google AI for Education Accelerator is also offering free AI training and Google Career Certificates to college students in the US.
California’s government signs agreements with Google, Adobe, IBM, and Microsoft to help train people for jobs in AI through courses, programming, and other resources.
The LNGFRM tech blog in AI Literacy: A Public Safety Imperative calls for AI literacy as not just an academic exercise but a critical public safety imperative due to the need for people to understand how AI models work, lest they go down the path of harming themselves or spreading misinformation.
Danielle Abril in The Washington Post article Bosses are seeking ‘AI-literate’ job candidates. What does that mean? discusses the ambiguous nature of employers asking job seekers to be skilled in AI without clarity on what that actually means.
Armand Ruiz at IBM shares an AI Mastery Journey pyramid adapted from Chris Donnelly’s AI skills pyramid, showing different aspects to master in AI for workers inside organizations such as prompting, workflow automation, and agentic AI.
Healthcare
In Advancing AI Literacy in Medical Education: A Medical AI Competency Framework Development, Chang Cai et al. offer an AI competency framework tailored for medical professionals and clinical settings by integrating UNESCO’s AI framework and Miller’s pyramid model.
In The mediation effect of AI self-efficacy between AI literacy and learning engagement in college nursing students: A cross-sectional study, Taotao He et al. study the role of AI self-efficacy and its relationship to AI literacy among nursing students in China, finding that AI literacy directly predicts learning engagement and recommending that educators integrate AI training into curricula.
In The effect of artificial intelligence literacy on self-directed learning skills: The mediating role of attitude towards artificial intelligence: A study on nursing and midwifery students, Tuba Sengul et al. look at the impact of AI literacy on self-direct learning skills among nursing and midwifery students, finding that AI literacy enhances these skills but there is a need for structured AI education in healthcare curricula.
Libraries
In GenAI in Information Literacy Sessions: Strategies for One-Shot Instruction, Bronte Chiang suggests how instruction librarians’ role has expanded and needs to integrate AI literacy and traditional library skills so students understand the limitations of Gen. AI tools in the research process.
Community Programs
The AI Education Project (aiEDU)’s Rural & Indigenous Community Catalyst Program gives funding, with support from Google.org, for nonprofits and grassroots organizations who are encouraging AI literacy and learning in under-served communities.
In An Exploration of AI in Community Learning, the National Digital Inclusion Alliance (NDIA) and WinstonNet reports on their joint pilot project, supported by Microsoft, to support community-based organizations who wanted to incorporate AI training into their current digital skills programs. The report summarizes the process of integrating AI into existing classes and how learners shifted in their response to AI after taking the class.
Education
UNESCO publishes AI and the future of education: disruptions, dilemmas and directions, a collection of 21 think pieces that explore the “philosophical, ethical and pedagogical dilemmas posed by disruptive influence of AI in education”, look at concepts of AI literacy, and challenge readers to move toward reimagining inclusive education in a world with AI.
The American Historical Association Council publishes Guiding Principles for Artificial Intelligence in History Education and how the solution lies in cultivating AI literacy not trying to ban Gen. AI.
Anthropic launches a higher education advisory board to guide Claude’s development in the education sector and launches three AI Fluency courses made with educators to help teachers and students develop AI skills: AI Fluency for Educators, AI Fluency for Students, and Teaching AI Fluency.
Anthropic releases its second Education Report in collaboration with Northeastern University, which analyzed around 74,000 conversations from higher education professionals and found that the most common use of Claude AI was for curriculum development, academic research, and assessing student performance.
Microsoft’s 2025 AI in Education Report shows that 86% of education organizations are using Gen. AI and 66% of leaders say they wouldn’t hire someone without AI literacy skills. The report covers four key points: “AI adoption is accelerating across education, but training hasn’t kept pace; AI can be a creative and collaborative partner, by complementing—not replacing—traditional learning methods; AI fluency is a workforce imperative, with growing pressure on institutions to prepare students accordingly. AI is helping reimagine learning experiences, but challenges around responsible usage and readiness must be addressed head-on.”
The AI Pedagogy Project from the metaLAB at Harvard has a newly designed website with easier navigation of guides and assignments and a new section on events.
The Digital Education Council’s 2025 AI Working Group publishes the Ten Dimension AI Readiness Framework to help higher education institutions assess their state of AI readiness, identify gaps, and align AI initiatives with their goals. The framework had input from 27 universities in 17 countries and includes case studies.
The Massachusetts Department of Elementary and Secondary Education’s AI Literacy Module for Educators offers statewide guidance for educators and a consistent framework around using AU in safe, ethical, and meaningful ways.
The New Zealand Council for Educational Research (NZCER) report Generative artificial intelligence in Aotearoa New Zealand primary schools—Teacher and student survey findings by authors David Coblentz, Jessie Dong, and Bronwyn Gibbs gives a snapshot of Gen. AI in primary school classrooms and how teachers are experimenting with AI tools. 85% of teacher respondents wanted more training, and most students surveyed didn’t remember getting guidance on when or how to use AI. The report recommends integration of age-appropriate AI critical literacy in the curriculum.
Kelly Webb-Davies releases her four AI personas (The Stranger, The Intern, The Translator, and The Tutor) under a Creative Commons license to help students to develop AI literacy, including when to use or not use Gen. AI. There are slides as well as a custom GPT that students can interact with.
In Human Literacy, Eryk Salvaggio explores the concept of human literacy and the point of the work we do on computers, and how living life consciously is a more important skill than typing words into a chatbot.
The EDUCAUSE Shop Talk podcast features a panel discussion titled A Practical Guide to AI Literacy with guests Leo S. Lo, Jeanne Beatrix Law, and Anissa Vega.
In Reflecting Reality, Amplifying Bias? Using Metaphors to Teach Critical AI Literacy, Jasper Roe, Mike Perkins, and Leon Furze discuss activities that can foster Critical AI Literacy and which metaphors might be used in teaching this topic, such as AI as a funhouse mirror or an echo chamber.
In From curiosity to capability: Embedding generative AI across our school, Georgie Facci from Scotch College Junior School in Adelaide, Australia, writes about how the school is embedding AU into teaching and learning and how staff are building their confidence and capabilities in this new technology.
Leon Furze proposes Professional Development for AI in Schools: A Three-Dimensional Approach with infographics covering three stages in developing a school-wide approach to professional development for Gen. AI, including finding out what staff know, both within and beyond their core subject area, and what their strengths are.
In Development and validation of a competency-based ladder pathway for AI literacy enhancement among higher vocational students, Litian Hong develops a comprehensive competency-based ladder development pathway for enhancing AI literacy among vocational students, building on the UNESCO and other guidelines.
In A cross-disciplinary probe into the status of AI literacy among Persian and Iraqi TEFL and non-TEFL students, Salim Dada Nayyef and Parviz Alavinia analyze the level of AI literacy among Iranian and Iraqi university students, finding that students saw AI tools as useful for feedback, personalized learning, and research assistance.
Stefan Bauschard in Students in Kunshan, China Develop “AI Literacy” discusses how middle school students in China held a debate on funding for the humanities and developed AI literacy by using KIMI and other AIs to prepare and consult with, and the activity was formatted in a way that avoided cheating and laziness concerns.
Michael G Wagner in Beyond the Tool: Why True AI Literacy is About Critical Thinking, Not Prompting argues that AI literacy should be framed not as a set of technical skills but a critical and cultural practice, so that it moves away from prompt engineering and instead toward certain intellectual habits like thinking and reasoning. His article explores the definition of literacy and how it has evolved with technology and then moves to ways to teach the principles of AI literacy.
Matthew Agustin explores a similar question around AI literacy and thinking in his piece The Wrestle We Keep: Thinking Together in the Age of AI, looking at the role of thinking when AI allows us to take so many shortcuts and how humans can hold onto their agency and thinking.
In How mindfulness shapes AI competence: a structural equation modeling analysis of mindfulness, AI literacy and behavioral intention in Chinese media students, Yanling Lan, Sihang Liu, and Linjie Xia find that mindfulness positively influences key AI literacy dimensions and media students’ intention to apply AI.
In High school students building babyGPTs: Engaging in data practices and addressing ethical issues through the construction of generative language models, Luis Morales-Navarro, Daniel J. Noh, and Yasmin B. Kafai discuss a case study of high school students building a small Gen. AI language model and developing their AI literacy and understanding of ethical issues in the process.
At Delaware County Community College, Dr. Susan E. Ray has embedded AI tools into her English courses and fostered ethical AI literacy through creative assignments that use AI to deepen students’ thinking and ensure they are prepared for the future.
In Universities could bolster democracy by fostering students’ AI literacy, Larry Till discusses the potential for AI to help build more inclusive democracy and foster civic literacy among students.
Skill Struck, a curriculum provider in Utah, launches a free set of AI literacy courses for K-12 students through a grant with the Utah government and Davis Catalyst Center, including lesson plans and digital textbooks.
