Socio-Spatial Studies

Socio-Spatial Studies

Mapping the Landscape of AI Literacy: An Integrative Review

Authors
Melika Khodabin 1
Mohmmad Sharif Sharifi Poor ‌Bgheshmi 2
Faezeh Piriyaei 3
Foroozan Zibaei 4
1 MA in Japanese Studies, Faculty of World Studies, University of Tehran
2 Master's Degree in Civil Engineering - Structural Engineering, Islamic Azad University, Gheshm, Iran
3 MA in Cinema, Department of Cinema, Faculty of Cinema & Theater, Tehran University of Art, Tehran, Iran
4 M.A. In Social Science Research, Faculty of Social and Economic Sciences, Alzahra University Tehran, Iran
10.22034/soc.2022.223715
Abstract
This study presents an integrative review of scholarly literature published between 2016 and 2022 to synthesize how AI literacy has been conceptualized, taught, and measured. Drawing on over 40 empirical and theoretical sources, the review maps trends across educational levels—from primary to higher and adult education—and user groups, including students, teachers, professionals, and the general public. Key findings reveal significant diversity in pedagogical strategies, ranging from project-based learning and digital storytelling to flipped classrooms and professional development programs. Conceptualizations of AI literacy vary widely, encompassing technical, ethical, civic, and empowerment-oriented dimensions. Meanwhile, the field continues to face challenges related to definitional ambiguity, limited standardization of assessment tools, and inconsistent integration of ethical and socio-cultural considerations. The review emphasizes the need for convergence around shared frameworks, scalable pedagogies, and cross-contextual evaluation tools. It concludes by identifying future directions for inclusive, empirically grounded, and ethically aware AI literacy initiatives aimed at fostering reflective and informed engagement with AI systems.
Keywords
AI literacy
digital education
ethical technology use
assessment frameworks
pedagogy
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Socio-Spatial Studies
Volume 6, Issue 1
Winter 2022
Pages 51-61