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Education Sciences
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AI Literacy: An Essential 21st Century Competence
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AI Literacy: An Essential 21st Century Competence

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Technology Enhanced Education".

Deadline for manuscript submissions: 30 November 2025 | Viewed by 1740

Special Issue Editor

Dr. Lechen Zhang

E-Mail Website
Guest Editor
Department of Computer Science, University of Helsinki, 00014 Helsinki, Finland
Interests: computer science education; AI education technology-enhanced education; teacher education

Special Issue Information

Dear Colleagues,

Artificial Intelligence (AI) literacy is increasingly recognized as an essential competency for the future workforce due to the rapid advancement of AI and its application in modern society. AI literacy is an emerging and multidimensional concept that extends beyond technical knowledge. It encompasses understanding AI principles, evaluating AI applications critically, and using AI responsibly. As students encounter AI-driven tools in their academic and daily lives, they must develop the ability to interact with these technologies effectively. However, as a complex and interdisciplinary topic, AI literacy can be challenging for young learners to grasp. Therefore, this Special Issue explores AI literacy within the context of school education through cutting-edge empirical research, best practices, practical applications, reviews, and theoretical discussions. It aims to highlight, but is not limited to, the following topics:

  1. Definition and framework of AI Literacy for K-12 Learners;
  2. AI Literacy in K-12 Curriculum;
  3. Pedagogical Approaches for Teaching AI in K-12;
  4. AI and other tools for developing AI Literacy;
  5. Assessment of AI Literacy in K-12 Education;
  6. Teacher Professional Development in AI Literacy.

This Special Issue invites contributions from researchers, educators, and practitioners working to advance AI literacy in schools. By fostering AI literacy, we can prepare the next generation to engage with AI technologies effectively and ethically, promote responsible digital citizenship, and mitigate risks associated with bias and ethical dilemmas.

Dr. Lechen Zhang
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • AI literacy
  • K-12 education
  • AI curriculum design
  • pedagogical approaches
  • educational technology
  • AI literacy assessment
  • teacher training
  • AI ethics
  • 21st-century competence

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Published Papers (2 papers)

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Research

32 pages, 410 KB  
Article
Embedding AI Ethics in Technical Training: A Multi-Stakeholder Pilot Module Emphasizing Co-Design and Interdisciplinary Collaboration at Rome Technopole
by Giuseppe Esposito, Massimo Sanchez, Federica Fratini, Egidio Iorio, Lucia Bertuccini, Serena Cecchetti, Valentina Tirelli and Daniele Giansanti
Educ. Sci. 2025, 15(10), 1416; https://doi.org/10.3390/educsci15101416 - 21 Oct 2025
Abstract
Higher technical education plays a strategic role in equipping the workforce to navigate rapid technological advancements and evolving labor market demands. Within the Rome Technopole framework, Spoke 4 targets ITS Academies, promoting the development of flexible, modular programs that integrate advanced technical skills [...] Read more.
Higher technical education plays a strategic role in equipping the workforce to navigate rapid technological advancements and evolving labor market demands. Within the Rome Technopole framework, Spoke 4 targets ITS Academies, promoting the development of flexible, modular programs that integrate advanced technical skills with ethical, legal, and societal perspectives. This study reports on a pilot training initiative on Artificial Intelligence (AI) co-designed by the Istituto Superiore di Sanità (ISS), aimed at exploring the ethical, practical, and educational relevance of AI in higher technical education. The module was developed and tested through a multi-stakeholder collaboration involving educators, institutional actors, and learners. A four-phase approach was adopted: (1) initial stakeholder consultation to identify needs and content directions, (2) collaborative design of the training module, (3) online delivery and engagement using a CAWI-based focus group, and (4) mixed-method evaluation, combining quantitative assessments and open-ended qualitative feedback. This design facilitated asynchronous participation and encouraged critical reflection on the real-world implications of AI. Through the four-phase approach, the pilot module was developed, delivered, and assessed with 37 participants. Quantitative analysis revealed high ratings for clarity, relevance, and perceived utility in terms of employability. Qualitative feedback highlighted the interdisciplinary design, the integration of ethical reasoning, and the module’s broad applicability across sectors—particularly Healthcare and Industry. Participants suggested including more real-world case studies and collaborative learning activities to enhance engagement. The findings support the feasibility and added value of embedding ethically informed, interdisciplinary AI education in professional technical training pathways. Developed within the Rome Technopole ecosystem, the pilot module offers a promising approach to fostering critical digital literacy and preparing learners for responsible engagement with emerging technologies. Full article
(This article belongs to the Special Issue AI Literacy: An Essential 21st Century Competence)
23 pages, 3314 KB  
Article
AI Literacy and Gender Bias: Comparative Perspectives from the UK and Indonesia
by Amrita Deviayu Tunjungbiru, Bernardi Pranggono, Riri Fitri Sari, Erika Sanchez-Velazquez, Prima Dewi Purnamasari, Dewi Yanti Liliana and Nur Afny Catur Andryani
Educ. Sci. 2025, 15(9), 1143; https://doi.org/10.3390/educsci15091143 - 2 Sep 2025
Viewed by 1047
Abstract
Artificial Intelligence (AI) is reshaping industries and workforce demands globally. To ensure that individuals are prepared for an increasingly AI-driven world, it is crucial to develop robust AI literacy and address persistent gender biases in STEM fields. This paper presents a comparative study [...] Read more.
Artificial Intelligence (AI) is reshaping industries and workforce demands globally. To ensure that individuals are prepared for an increasingly AI-driven world, it is crucial to develop robust AI literacy and address persistent gender biases in STEM fields. This paper presents a comparative study of AI literacy and gender bias among 192 participants from the United Kingdom and Indonesia. Using a survey-based approach, the study examines participants’ familiarity with AI concepts, confidence in utilizing AI tools, and engagement in ethical discussions related to AI. The findings reveal that while overall AI literacy levels are similar across both countries, UK respondents demonstrate significantly higher familiarity with programming and AI technologies, likely reflecting differences in educational frameworks and digital infrastructure. Moreover, despite widespread use of AI, discussions on its ethical implications remain limited in both countries. The study also highlights persistent gender biases that affect women’s participation and progression in AI and STEM fields; differences in perceptions of gender bias in recruitment, leadership promotion, and support for women suggest that, although progress is being made, significant barriers still exist. The study uncovers nuanced cultural variations in the perception of gender bias: UK participants exhibit greater confidence in gender inclusivity within recruitment and leadership roles, whereas Indonesian respondents report a higher prevalence of targeted initiatives to support women in technology. Overall, this research deepens our understanding of how AI literacy varies across diverse cultural and technological landscapes and offers valuable strategic guidance for tailoring interventions to overcome specific barriers, ultimately supporting innovative developments for women in STEM and women in AI in particular. Full article
(This article belongs to the Special Issue AI Literacy: An Essential 21st Century Competence)
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