From AI Literacy to Curriculum Transformation
A Competency-Based Framework for HigherEducation
Schlagwörter:
AI literacy, igher education, curriculum design, competency framework, genera- tive AIAbstract
bstract—Artificial intelligence (AI) literacy is becoming a gen-
eral graduate capability rather than a specialist outcome reserved
for computer science. Universities nevertheless face an unresolved
curricular problem: definitions vary, competency frameworks use
different levels of granularity, and rapid changes in generative AI
can encourage short-lived tool training instead of durable under-
standing. This conceptual and integrative review synthesizes peer-
reviewed reviews, foundational frameworks, higher-education
curriculum studies, and UNESCO and OECD guidance published
mainly from 2019 onward. It develops a curriculum model
connecting four domains—technical understanding, purposeful
application, critical evaluation, and responsible participation—
with three developmental levels: understand, apply, and create.
The model distributes learning across an institutional foundation,
discipline-embedded practice, and advanced specialization. Fac-
ulty development, authentic assessment, accessibility, governance,
and periodic renewal are treated as enabling conditions. The
article reports no intervention and makes no claim of institutional
validation. Its contribution is a conceptually grounded architec-
ture that universities can adapt while preserving disciplinary
judgment, human agency, and educational equity
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