This study investigated the integration of Artificial Intelligence (AI) literacy within media education curricula in Saudi universities. The growing emphasis on AI literacy across educational levels necessitates such an approach. Employing a qualitative methodology, the research utilized in-depth interviews and a focused discussion group. Participants included 23 faculty members from planning, quality assurance, and curricula development committees across seven Saudi universities. The findings proposed two key lists for curriculum development: 31 potential courses and 30 learning objectives. The importance of distributing these objectives progressively, aligned with Bloom’s Taxonomy, is highlighted. The results revealed that current media department study plans in Saudi universities lack significant progress towards achieving AI literacy goals. The recommendation suggests identifying courses for creation or development, alongside constructing a matrix for distributing learning objectives within these courses. This would mark the initial phase of development.
Mansoor et al. (2026) studied this question.