Bibliometric analysis reveals evolving trends in AI literacy research in Korea, suggesting broader applications beyond education.
This study investigates research trends in Korean AI literacy, specifically focusing on shifts triggered by the emergence of generative AI (GenAI). We analyzed Korean AI literacy research through 331 papers indexed in KCI and Scopus through bibliometric analysis, keyword network clustering, and thematic review. The findings indicate that AI literacy research has grown rapidly since 2020, with publication activity surging after the release of ChatGPT. Keyword clustering identified five major research themes: AI education competency, curriculum-linked multiple literacies, GenAI acceptance and utilization, GenAI literacy in higher education, and human-AI collaboration competency. Temporal patterns reveal a significant shift in focus. While early studies prioritized teacher competency and curriculum design, recent research has expanded toward technology acceptance and practical GenAI literacy. Furthermore, a comparison across fields suggests that education-oriented research continues to emphasize instructor competency, whereas non-educational research focuses on technology adoption. Overall, Korean AI literacy research is moving from education-centered capacity building toward broader societal and industrial applications. These results offer both academic directions and practical implications for strengthening AI literacy in the GenAI era.
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Kim et al. (2026) studied this question.