arXiv:2607. 11314v1 Announce Type: cross Abstract: The promise of AI literacy ``for all'' confronts a structural challenge embedded in how nations organise secondary computer science education.
arXiv:2606. 00038v1 Announce Type: cross Abstract: Artificial intelligence (AI) literacy is increasingly recognized as a foundational competency for all university graduates.
arXiv:2607. 12296v1 Announce Type: cross Abstract: With the increased use of generative AI (GenAI) applications such as ChatGPT, higher education institutions (HEIs) have released a range of guidelines and policies to direct adoption within their institutions.
The article applies an Education-Centered AI Policy Framework to Ghana’s National Artificial Intelligence Strategy 2025‑2035, examining six key components such as teacher agency, curriculum, and responsible AI. It finds the strategy ambitious in promoting AI literacy, youth skills, and rural outreach, yet it falls short on school‑level implementation, teacher preparation, and culturally responsive pedagogy. The authors highlight concerns about transparency, coherence, and the need for a sector‑specific policy that links workforce readiness with classroom practice and learner protection.
arXiv:2507. 03162v2 Announce Type: replace-cross Abstract: The rapid advancement of Large Language Models (LLMs) has transformed various domains, particularly computer science (CS) education.
Generative artificial intelligence (GenAI) has entered classrooms faster than teachers have been prepared to use it well, producing a GenAI literacy lag in which technological diffusion outpaces educators' conceptual, pedagogical, and ethical readiness. Established AI literacy frameworks predate the widespread adoption of large language models and, while acknowledging ethics, position it as a discrete competency rather than a constitutive commitment, with equity and agency as supplementary design principles.
arXiv:2606. 30655v1 Announce Type: cross Abstract: AI-native course assessments in senior computer science courses and related fields should grade students by \emph{AI-resilient skill}: the ability to achieve outcomes beyond a strong AI baseline.
arXiv:2608. 07475v1 Announce Type: cross Abstract: Generative Artificial Intelligence (GenAI) presents a governance challenge for STEM assessment.
arXiv:2608. 09548v1 Announce Type: cross Abstract: Large language models are increasingly deployed in education as tutors, teaching assistants, and content generators.
arXiv:2606. 19469v1 Announce Type: new Abstract: Undergraduate computer science is governed by international curricular guidelines revised about once a decade, yet programs lack a reliable, reproducible way to measure how completely they cover the current guidelines and how that coverage shifts when the guidelines are restructured.
arXiv:2609. 29672v1 Announce Type: new Abstract: Artificial intelligence helps education most where an essential provision has been rationed by cost.
arXiv:2607. 01255v1 Announce Type: cross Abstract: Universities have responded to generative artificial intelligence (GenAI) in noticeably different ways, both internationally and within Spain.
arXiv:2609.10489v1 Announce Type: new Abstract: AI literacy provides foundational competencies that support ethical, transparent, and sustainable technological development, although higher-order capa...