AI Literacy in Adult Education - A Literature Review

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dc.contributor.authorWolters, Anna
dc.contributor.authorArz Von Straussenburg, Arnold F.
dc.contributor.authorRiehle, Dennis M.
dc.date.accessioned2023-12-26T18:51:40Z
dc.date.available2023-12-26T18:51:40Z
dc.date.issued2024-01-03
dc.identifier.doi10.24251/HICSS.2023.825
dc.identifier.isbn978-0-9981331-7-1
dc.identifier.otherbdaf4f40-880a-4615-a412-06fe2662cf85
dc.identifier.urihttps://hdl.handle.net/10125/107211
dc.language.isoeng
dc.relation.ispartofProceedings of the 57th Hawaii International Conference on System Sciences
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectArtificial Intelligence and Digital Discrimination
dc.subjectadult education
dc.subjectai competency
dc.subjectai literacy
dc.titleAI Literacy in Adult Education - A Literature Review
dc.typeConference Paper
dc.type.dcmiText
dcterms.abstractThe pervasiveness of Artificial Intelligence (AI) continues to increase, disrupting both individuals’ professional and social lives. In order to enhance public understanding of AI technologies, the concept of AI literacy has emerged in scientific discourse in recent years, drawing upon interdisciplinary research from various fields. While much of the existing research focuses on educational efforts for K-12 students, this paper explicitly addresses research on AI literacy for adult education. A systematic literature review was conducted to characterize existing research in this area, which examines the understanding and approach to AI literacy in higher education institutions, the relevant target groups, the primary research directions, and assessment approaches for individual competency levels. Based on this analysis, research gaps are identified and future research directions are proposed.
dcterms.extent10 pages
prism.startingpage6888

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