This AI Literacy Review features the American Medical Association’s policy to expand training in AI, the Association of American Medical Colleges’ Artificial Intelligence Competencies for Medical Educators, AI literacy for the humanitarian sector, AI literacy for older adults, how newsrooms and journalists can help foster AI literacy, NTT DATA’s GenAI Academy, Mark Cuban Foundation’s AI Bootcamp for youth, how librarians and library science are positioned for AI literacy approaches, San Jose California’s AI for All single city portal, Australian Government’s AI Plan for the Public Service, Digital Promise’s briefs on Implementing AI Literacy Across Learning Environments, UK Government’s Building a world-class curriculum for all: Final Report, African Institute for Artificial Intelligence (AI-4AI) and Mikrobot Academy’s AI literacy program, reports on China’s initiative to offer AI literacy to students of all ages, Federation of American Scientists article Analytical Literacy First, College Board’s report on AI literacy of students and educators, University of Connecticut’s Special Topics in Engineering: AI Literacy, University of North Carolina at Chapel Hill’s Carolina AI Literacy Initiative, English department educator Anuj Gupta’s 4 Ps model of Gen. AI literacy, Chris Eaton’s Navigating AI Literacy OER. papers on gamified AI literacy projects and AI literacy in high school English classes, Pacific Data Sovereignty and AI report, AI literacy required in more job ads, AI Literacy Resource Hub from Connected Nation, Google AI for Learning Forum and $30 million in funding, and synthetic AI faces judged as more trustworthy.
General
The nonprofit Connected Nation launches an AI Literacy Resource Hub bringing together a list of external AI training resources and guides such as free and paid online courses from major companies like Google, Microsoft, Anthropic, and IBM and organizations such as Code.org and Common Sense Media.
The Humanitarian AI podcast series episode Developing AI literacy: a matter of trust, critical thinking and localisation features host Madigan Johnson and guest Meheret Takele Mandefro discussing what AI literacy means for the humanitarian sector and the importance of culturally sensitive, localized approaches.
In Why young people need AI literacy — and how the news can help Lynn Walsh from Trusting News discusses how their recent survey showed that 80% of consumers want newsrooms to help them better understand AI through things such as workshops and guides about AI’s role in reporting, interactive sessions with Q&A, and discussions about AI’s risks and benefits.
The Pacific Data Sovereignty and AI report covers the landscape of how AI is impacting Pacific communities and puts forth recommendations and guidelines including investing in education and capacity building and addressing the digital and AI divide.
In AI and Older Adults: Survey Shows It’s Accepted—and Useful, Stacey Horricks from Senior Safety Watch / AI Literacy Allies discusses 2025 poll data showing that older adults do see the value in AI and many have interest in using it, but they need the right guidance and safeguards.
NTT DATA’s GenAI Academy initiative celebrates a year of upskilling its global workforce across 70+ countries with AI capabilities including self-paced learning, hands-on labs, use cases, compliance, and both foundational and advanced levels.
The Mark Cuban Foundation’s AI Bootcamp offers youth in Pittsburgh and other cities AI education covering topics such as ethical awareness, problem-solving, and critical thinking.
In AI Literacy as a Workforce Skill, Russell Ward discusses the rise of AI literacy required appearing in job ads and the lack of clarity around what this means, from tool proficiency to something more sophisticated.
In the CNBC article You’ve just been laid off because of AI — here’s what to do next Glassdoor’s Daniel Zhao is quoted saying “AI literacy is likely to become a baseline requirement for jobs in the future”.
The Google AI for Learning Forum announces $30 million in funding for learning projects and research on the impact of AI on learning.
Al Kingsley offers a model of AI literacy with ten pillars including foundations, critical evaluation, ethics, impact awareness, and creation and citizenship.
In AI-synthesized faces are indistinguishable from real faces and more trustworthy Sophie J. Nightingale and Hany Farid show that synthetic AI faces are judged as more trustworthy than real human faces and are nearly indistinguishable, and suggest that safeguards are needed to help mitigate the harms from synthetic media.
Libraries
The International Federation of Library Associations and Institutions (IFLA) held the Global Media and Information Literacy Week Webinar 2025 with library professionals, educators, and other experts to explore AI literacy and its intersection with media and information literacy. (recording available on YouTube)
In Why AI Conversancy Matters More For Librarians Than AI Literacy, part of a keynote at Internet Librarian 2025, R. David Lankes from the University of Texas explains some of the underlying assumptions about AI that need addressing as librarians navigate the changing information landscape, and how skepticism can be a necessary part of an institutional approach.
The University of Pittsburgh article AI Literacy Champions: How library sciences are connecting new tech, academic publishing, and campus communities features an interview with Elaine L. Westbrooks on how research libraries should look at smart uses of AI, how people in library sciences have been adapting to new technologies and developing literacies for a long time, and how libraries are going to become the AI literacy champions.
Nicole Hennig offers a self-study course on Udemy titled AI Literacy for Librarians and Educators that is designed to give a foundation on Gen. AI to allow people to teach othersin their community.
Healthcare
The American Medical Association (AMA) adopts a policy to expand training in AI in medical education and will develop model AI learning objectives and curricular toolkits, collaborate with other organizations to recognize AI literacy, and advocate for funding and resources to expand AI training initiatives.
The Association of American Medical Colleges (AAMC) publishes the Artificial Intelligence Competencies for Medical Educators with a flexible categorized format for educators across AI skill levels, with the goal of promote integration of AI into medical education.
Government
San Jose in California announces AI for All, a single city portal with free courses and certifications from top AI companies in multiple languages to ensure residents can access AI training at home, at work, or in local libraries and community centers.
Legislation to provide $1 million of grants each year for AI training and education courses for medical students through the Department of Health and Human Services is put forward by House Representative Nanette Barragán from California.
The Australian Government’s AI Plan for the Public Service states that every public servant will have foundational training and capability supports to use Gen. AI tools safely, responsibly and effectively, as well as access to tools and clear guidance on responsible use. One of the objectives of the plan is improving AI literacy so that everyone in government has basic AI literacy and training.
Education
Digital Promise publishes the series Implementing AI Literacy Across Learning Environments: A Series of Briefs based on direct engagement with students, educators, and leaders and address current challenges and offer strategic recommendations, including the need to “build AI literacy as a foundational skill across all disciplines and audiences”.
The UK Government’s Building a world-class curriculum for all: Final Report November 2025 notes that young people are not developing adequate digital literacy skills and that they do not automatically acquire these. It suggests the rise of AI has meant students also need to learn how to AI effectively without dependency.
The African Institute for Artificial Intelligence (AI-4AI) and Mikrobot Academy launch an AI literacy outreach program to introduce students to AI concepts through hands-on projects, discussion, and mentorship opportunities.
ITV News reports on China’s initiative to offer AI literacy to students of all ages, with interviews from educators and senior citizens taking a seniors learning course called ‘AI Empowers Elderly People’s Livelihood’ at Tsinghua University in Beijing.
The Federation of American Scientists article Analytical Literacy First: A Prerequisite for AI, Data, and Digital Fluency by Stephanie Melville and Zachary Chase argues that students need the foundational skill set of analytical literacy–including critical thinking skills such as reasoning and problem-solving–before developing specialized literacies such as digital, data, and AI literacy. They recommend education leaders to prioritize analytical literacy through incentives and investments.
College Board’s report U.S. High School Students’ Use of Generative Artificial Intelligence: New Evidence from High School Students, Parents, and Educators concludes that more research is needed on the AI literacy of students and educators, how to improve their AI literacy, and changes in AI literacy gaps over time.
The University of Connecticut is piloting an introductory AI course in the College of Engineering and other colleges called AI4ALL (ENGR 1195: Special Topics in Engineering: AI Literacy) which helps students use AI to handle study challenges such as planning, homework, coaching, and related tasks. There are nearly 500 students so far and feedback surveys show 91% feel more confident and more thoughtful about using AI.
The University of North Carolina at Chapel Hill’s Carolina AI Literacy Initiative is developed by library staff in collaboration with English literature faculty to guide students and instructors on the basics of AI and offer formal and informal opportunities for people to ask questions and experiment with AI tools.
The University of South Florida enlists Anuj Gupta from the English department to help student writers in a world with Gen. AI. Building on the work in his PhD on AI literacy, he is developing the “4 Ps” model of Gen. AI literacy, which covers Gen. AI products, processes, policies, and public connections.
Sedro-Woolley High School English teachers bring AI literacy into the classroom and help students understand the pros and cons of Gen. AI, with one introductory lesson followed up by four more that allow time for AI use and reflection.
Justin Reich in the Chronicle essay Stop Pretending You Know How to Teach AI. Colleges are racing to make students ‘fluent.’ One problem: No one knows what that means. explores the messiness of defining what it means to be AI fluent based on educated guesses or historic examples.
Chris Eaton of the Institute for the Study of University Pedagogy at the University of Toronto Mississauga develops Navigating AI Literacy: An Open Educational Resource (OER) Exploring the Relationship between Generative AI, Writing, and Pedagogy. It’s a website that focuses on connecting AI use to theoretical frameworks and supporting instructors and students.
The Canadian MindShareTV video podcast episode AI Literacy for Students & Educators features host Robert Martellacci, Indra Kubicek from Digital Moment, and Lee Taal from ChatterHigh discussing digital and AI literacy for students and educators.
The Child Trends webinar AI Literacy to AI Coherence Webinar: How Educators Can Integrate AI in Teaching and Learning brings together experts to discuss how educators and leaders can integrate AI into teaching and learning in ethical and effective ways. Highlights from the conversation appear in the blog post Five Lessons for Schools to Prepare Students and Teachers to Use AI by Samantha Holquist.
Nick Potkalitsky in Six Territories for Disciplinary AI Literacy presents a framework for thinking about disciplinary AI literacy across K-16 education including ways of knowing, intellectual agency, assessment of learning, and professional development and infrastructure.
In Are State Policies on AI in Education Thinking Too Small? Julia Gilban-Cohen covers how some ed-tech industry and nonprofit leaders think education is stuck in risk-mitigation mode, doesn’t have enough support for professional development for teachers, and doesn’t know how to align with the changing workforce market.
In the conference paper AI Exploratorium: A Gamified Interactive Exhibition for Developing Critical AI Literacy Tina Maljur et al. present an interactive, gamified learning environment to help high school students develop AI literacy in the context of real-world examples.
In Critical questioning with generative AI: Developing AI literacy in secondary education Kok-Sing Tang et al. explore how to support high schools students in Grade 10 English to critically engage with Generative AI, finding that there are ways to lead students to actively and critically engage with Gen. AI content instead of just passively consuming it.
In Hello!AI: An Interactive Rhyme-Based Game for Children AI Literacy Education [paywalled] Mohan Zhan et al. offer a game for children in grades 2-6 in primary school with three modules focused on basic AI concept learning, thinking and reflection on AI algorithms, and application of AI algorithms to real-life problem-solving.
In Theorizing AI literacy development using Habermas’ three cognitive knowledge interests from a systematic review: A STEM interdisciplinary perspective [partial paywall], Yuk Mui Elly Heung et al. offer a literature review of how other literacies connect to AI literacy using technical, practical, and emancipatory cognitive knowledge interests from Habermas, and relating progression levels to UNESCO’s AI competency framework for teachers. They find a need for age-appropriate, culturally sensitive pedagogical methodologies and project-based and problem-based learning.
Business Insider article 3 ways schools can teach students to shape AI — not just survive it, Oxford professor says interviews Professor Rebecca Eynon from the Oxford Internet Institute, who says young people aren’t as digitally savvy as assumed and that AI literacy should include a hands-on design element to connect tech with the real world and social realities.
Diana Knodel and Ksenia Sokolyanskaya from German teaching training platform fobizz feature on the Education Futures podcast in the episode ‘Empowering teachers in the age of AI’ (available on Apple Podcasts, Spotify, and the web). They discuss the future of education in the age of AI and what fobizz is doing in the AI literacy space.
In What Is AI Literacy, and Why Should I Even Care About It? Phil Anthony from the University of Kent gives an overview of AI literacy covering awareness, judgement, and confidence; why it matters for students and staff; and some ways institutions can make the case for AI literacy.
In AI literacy shouldn’t wait for middle school Ed Finkel discusses how various experts argue that digital and AI literacy should begin as soon as students start using digital platforms, so they can begin learning about what is real and not.
