This AI Literacy Review covers carbon emissions for AI, 1 million Claude AI chats, the U.S. Task Force Report on AI, U.S. Department of Homeland Security’s chatbot, Georgia State University’s AI training for youth through college students, AI and Hour of Code, AI in social studies and biology classes, high school students peer-teaching about AI tools, and more.
General
A report in Nature The carbon emissions of writing and illustrating are lower for AI than for humans by Bill Tomlinson et al. compares the carbon footprint of ChatGPT for writing and creating images to traditional computing on laptops and desktops.
Anthropic analyzes 1 million Claude AI conversations in Claude Insights and Observations (Clio) to find out what are the top things people use the chatbot for: app development, content creation, academic research and writing, and education and career development.
In the UN’s article AI literacy is ‘crucial’ for individuals and more regulation is needed, Martin Samaan covers an interview with Ivana Bartoletti, co-founder of the Women Leading in AI network, where Bartoletti expresses concern about the underrepresentation of women in the AI industry and states that education can’t replace the responsibility of business in the area of AI literacy.
In the Brookings Institute’s commentary article Journalism needs better representation to counter AI, Nicol Turner Lee and Courtney C. Radsch discuss opportunities for traditional journalism such as transcription and data analysis, as well as threats such as misinformation and reliance on Big Tech companies. Recommendations include equitable hiring practices and professional development and training for using AI tools.
Entrepreneur UK’s AI Literacy: A Must-Have Skill for Entrepreneurs in 2025 calls this a critical new skill needed for entrepreneurs as they hire talent who will be more future-proof and can work with AI as its usage grows within different job departments.
In A Competency Framework for AI Literacy: Variations by Different Learner Groups and an Implied Learning Pathway, authors Hyunkyung Chee, Solmoe Ahn, and Jihyun Lee bring together 29 studies on AI literacy competencies for K-12, higher education, and the general workforce and proposes an AI literacy education pathway.
Colin Wouters publishes a student thesis at the University of Twente titled The influence of AI literacy, the level of education, job security, and an individual’s country of birth on the attitude toward Artificial Intelligence that examines how 146 people across several countries (predominantly the Netherlands, Spain, and Belgium) perceived AI and how a higher AI literacy level was associated with a more positive attitude toward the pros and cons of AI.
In Research Integrity and GenAI: A Systematic Analysis of Ethical Challenges Across Research Phases, Sonja Bjelobaba et al. explore the ethical concerns with using GenAI tools in the academic research workflow, from initial proposal writing through peer review. The authors propose practical recommendations to support researchers.
Jack Dougall sees the integration of ChatGPT on Whatsapp as significant for shifting the AI experience from the tech arena to the communication arena. (see Jack Dougall’s LinkedIn post)
Government
The U.S. Bipartisan House Task Force Report on Artificial Intelligence is a 253-page report covering principles, recommendations, and policy proposals relating to the US and responsible AI innovation. The report defines AI literacy as “understanding how AI functions, using it responsibly, and applying it effectively and ethically in various fields” (pg 94). The Education & Workforce section finds that AI adoption requires AI literacy and that K-12 educators need resources to promote AI literacy. Other sections such as the Small Business also discuss the need for AI literacy.
The U.S. Department of Homeland Security launches a Generative AI chatbot, DHSChat, in a secure internal environment to 19,000 staff at their headquarters and have been holding training sessions as part of a year-long effort to incorporate Gen. AI tools responsibly in workflows.
Tech Policy Press publishes 15 reactions to the Bipartisan Report on AI from lawyers, business leaders, directors, and other interested parties.
In Kazakhstan to Enhance Digital Safety, Improve AI Literacy Among Population, Dana Omirgazy reports on a government meeting chaired by Prime Minister Olzhas Bektenov at the Digital Government Office that focused on the need to train government workers in AI tech and make data available in government agencies systems to be used with AI.
Education
Georgia State to Build AI Literacy Program for Underserved Communities details how Georgia State University is going to start training kindergarteners through college students on AI, with support from the nonprofit financial literacy organization Operation HOPE. The initiative is called the AI Literacy Pipeline to Prosperity Project and its focus will be on students from underserved communities, especially the south side of Atlanta.
The AI Education Project (aiEDU) launches classroom-ready curriculum and learning products to support AI literacy and readiness, including projects, bilingual content, and activities for students and teachers.
UK digital, data and technology not-for-profit Jisc offers Staff AI literacy resources in their resource hub for staff in colleges and universities, covering fundamentals and examples.
In Why more colleges are embracing AI offerings, Lilah Burke covers how universities are approaching the launch of more AI degrees, how some are integrating AI literacy into non-computer science subjects, and how the computing power can be expensive.
In the article What Can Youth Learn About in One Hour? Examining How Hour of Code Activities Address the Five Big Ideas of Artificial Intelligence, authors Luis Morales-Navarro, Yasmin B. Kafai, Eric Yang, and Asep Suryana discuss how Hour of Code activities engage with five big ideas in AI such as machine learning and societal impact. They suggest having more hands-on activities for the future.
In AI literacy as civic literacy: A case study of the “AI and human rights” curriculum for middle school students, authors Daniella DiPaola, Marc Aidinoff, Angela Marzilli, and Ethan Berman discuss a project with 50 middle school students who took part in an AI legislative simulation, and how this blended AI education with youth citizenship understanding.
In From Unseen Needs to Classroom Solutions: Exploring AI Literacy Challenges & Opportunities with Project-Based Learning Toolkit in K-12 Education, authors Hanqi Li et al. look at a project-based learning toolkit and how K-12 teachers use AI tools such as an art lab, music studio, and chatbot in their courses.
In Artificial intelligence literacy teaching in social studies education, authors Okan Yetişensoy and Anatoli Rapoport look at the relationship between social studies and AI literacy and also provide an example of an activity-supported lesson plan.
In Design and implementation of an AI-enabled visual report tool as formative assessment to promote learning achievement and self-regulated learning: An experimental study, authors Xiaofang Liao et al. discuss the effectiveness of an AI visual report tool in a high school biology class.
Jeanne Beatrix Law posts about the pilot of an Open Education Resource (OER) first-year writing AI-assisted textbook at Kennesaw State University and how early research shows there was an increase in pass rates, AI literacy, and critical metacognition (go to the ChatGPT link for the OpenStax Writing Guide Assistant).
In Can AI tutor bots help close literacy gaps? in K-12 Dive, Briana Mendez-Padilla reports on AI tools for younger children such as Amira, an AI cartoon avatar that acts as a reading tutor.
CBC News has a video Teaching AI literacy to the next generation about how Calgary high school students from the youth-run nonprofit Futurlign are offering free classes on AI to younger students in grades 7-10 at the University of Calgary library, with the goal of teaching responsible usage of AI tools like ChatGPT.
In the editorial Holistic competencies and AI in education: A synergistic pathway in the Australasian Journal of Educational Technology, Cecilia Chan examines dimensions of AI in education, including ethical challenges posted by AI guilt and AI literacy, and a dynamic AI literacy model and Gen AI Assessment Project.
