چهارشنبه 10 تیر 1405
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دوره 7، شماره 2 - ( 4-1405 )
جلد 7 شماره 2 صفحات 90-72 |
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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-fa.html
URL: http://johepal.com/article-1-1767-fa.html
(1405). Teaching AI Literacy in Higher Education: A Systematic Review and Pedagogical Analysis Using the 4Ps Framework نشریه سیاست و رهبری آموزش عالی 7 (2) :90-72 10.66224/johepal.7.2.72
چکیده: (10 مشاهده)
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.
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