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Volume 7, Issue 2 (JUNE ISSUE 2026)
johepal 2026, 7(2): 72-90 |
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Bandali B, Asgari A, Shahverdi R. (2026). Teaching AI Literacy in Higher Education: A Systematic Review and Pedagogical Analysis Using the 4Ps Framework. johepal. 7(2), 72-90. doi:10.66224/johepal.7.2.72
URL: http://johepal.com/article-1-1767-en.html
URL: http://johepal.com/article-1-1767-en.html
Abstract: (1348 Views)
As artificial intelligence (AI) becomes increasingly integrated into everyday life and professional domains, higher education institutions face a growing imperative to cultivate AI literacy among students. This systematic review synthesizes findings from 25 peer-reviewed empirical studies published between 2019 and 2025, focusing on instructional methods and challenges related to teaching AI literacy in higher education. Guided by a custom-developed 4P Framework—Pedagogical Approaches, Purpose of Instruction, Participant Profiles, and Platforms & Tools—the review identifies dominant trends such as the widespread use of project-based learning, the central role of ChatGPT and other generative AI tools, and a pedagogical shift toward ethical reflection and interdisciplinary integration. Findings reveal a dynamic but fragmented landscape where technical training is increasingly supplemented with critical evaluation, ethical reasoning, and socio-cultural awareness. However, gaps remain in global representation, policy engagement, and platform diversity. This study provides a foundational map for educators, curriculum designers, and policymakers seeking to design inclusive, reflective, and future-ready AI literacy programs in higher education.
Keywords: AI Literacy, Higher Education, Pedagogical Approaches, Generative AI Tools, Curriculum Design, Systematic Review
Type of Study: Research |
Subject:
Special
Received: 2025/09/4 | Accepted: 2026/06/10 | Published: 2026/06/30
Received: 2025/09/4 | Accepted: 2026/06/10 | Published: 2026/06/30
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