The advent of AI has engendered both optimism and concern. To ensure responsible AI use and development, fostering individuals’ AI literacy in various learning contexts is essential. However, there is a lack of understanding of AI literacy conceptualization and design of learning activities across different learning contexts. This systematic review open-coded 118 papers to identify four conceptualizations of AI literacy across different learning contexts (formal, non-formal, and informal learning) and analyzed the learning context, duration, content, artifacts, strategies, teacher training, and learning outcomes of AI literacy learning activities. We found that there is insufficient research on AI literacy in informal and non-formal learning contexts, insufficient consideration of AI literacy in formal learning contexts as an attribute for future-oriented citizenship and sustainable development, and insufficient evidence to prove the effectiveness of designing learning activities based on each of the three strategies (fostering motivation, situated learning, and low barriers to entry) in different learning contexts. Implications for conceptualizations and learning designs are discussed.
Zhu et al. (Wed,) studied this question.