Navigating the shift from digital to AI literacy: reimagining the computer science curriculum for human-AI collaboration in Zimbabwean higher education

Computer Science (CS) curricula require urgent redesign as generative AI automates tasks once performed by programmers. This study examined how CS curricula can be reimagined to remain relevant by shifting from traditional digital literacy toward AI literacy and preparation for human-AI collaborative work. Guided by a framework combining the Technology Acceptance Model, Diffusion of Innovations Theory and Constructivist Learning Theory, the study explored factors shaping curriculum transformation, AI adoption dynamics and the social construction of AI literacy. Using a qualitative interpretive design, nineteen purposively selected participants - CS students, ICT managers, and university lecturers were interviewed through semi-structured interviews, with data analysed thematically to identify recurring patterns. Four major themes emerged: the evolving definition of "literacy" in the AI era; curriculum gaps marked by overemphasis on traditional programming at the expense of AI literacy and critical thinking; barriers to AI-oriented reform, including lecturer preparedness, curriculum overload, and infrastructural constraints; and strategies for transformation centred on industry-academia collaboration, project-based learning, interdisciplinary integration, AI ethics, and African-centred datasets for applied problem-solving. The study proposes a resource-aware AI literacy framework for reimagining CS curricula. Findings suggest that transitioning toward AI literacy demands collaborative, context-sensitive, and ethically grounded reform to prepare graduates for AI-mediated professional environments.