An integrated AI literacy framework for higher‑education teachers: a critical review and conceptual synthesis

The rapid adoption of generative artificial intelligence (GenAI) in higher education necessitates a comprehensive understanding of AI literacy among educators. This critical interpretive synthesis aimed to identify emerging themes in teacher AI literacy and to synthesise those themes into an integrated framework. Guided by PRISMA principles, a systematic search yielded 23 peer‑reviewed studies. These articles were subjected to critical interpretive synthesis to resolve conceptual conflicts and include competencies overlooked in existing frameworks. The study identified significant gaps in ethical understanding, innovative use of AI and institutional support among faculty. Conceptualised as a holistic competency model, the framework extends beyond core foundational knowledge and pedagogical application to encompass advanced capabilities in evaluating, creating and deploying AI tools. Eight core dimensions were identified: foundational knowledge and understanding, application and pedagogical integration, critical evaluation, innovation, ethical, epistemic, legal and institutional governance and emotional and professional wellbeing. By incorporating epistemic, legal governance and emotional dimensions, the integrated eight-dimension framework provides educators with human-centred oversight of responsible and ethical AI pedagogy. The study underscores the necessity for higher education institutions to adopt tiered, long-term GenAI literacy training that integrates foundational knowledge with advanced AI competencies, thereby fostering responsible GenAI adoption that enhances student learning.