arXiv:2608. 16910v1 Announce Type: cross Abstract: National AI strategies increasingly guide governance, workforce development, innovation, and competitiveness, but less is known about how they frame education as a sector with pedagogical, cultural, ethical, and implementation demands.
arXiv:2606. 00038v1 Announce Type: cross Abstract: Artificial intelligence (AI) literacy is increasingly recognized as a foundational competency for all university graduates.
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:2607. 14782v1 Announce Type: new Abstract: Grounded in human rights-based frameworks such as the UNESCO Recommendation on the Ethics of AI, the Global Index on Responsible AI (GIRAI) examines how countries translate responsible AI commitments into enforceable protections, institutional capacity, and redress mechanisms.
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:2608. 03584v1 Announce Type: new Abstract: Artificial intelligence (AI) is rapidly transforming high-skilled domains, requiring higher education institutions (HEI) to balance the teaching of foundational principles with the integration of emerging tools to ensure workforce readiness.
arXiv:2606. 13039v1 Announce Type: cross Abstract: The UK government has adopted a pro-AI stance to help transform public service delivery in the face of severe financial pressures, but the path to translate this vision into responsible AI practice remains ill-defined.
arXiv:2606. 14718v1 Announce Type: cross Abstract: As Artificial Intelligence (AI) literacy initiatives expand in K-12 settings, understanding how gender shapes student baseline perceptions, tool-use, and responsiveness to interventions is essential for equitable curriculum design.
arXiv:2608. 15417v1 Announce Type: cross Abstract: Governments use laws, institutions, funding programs and nonbinding guidance to shape how AI is developed and used.
arXiv:2606. 01417v1 Announce Type: new Abstract: Turkey's e-Government Gateway (e-Devlet) serves over 68 million registered users with more than 9,200 government services, and is increasingly integrating artificial intelligence into citizen-facing applications such as chatbot assistants and eligibility assessments.
arXiv:2603. 11001v3 Announce Type: replace-cross Abstract: Human uplift studies, or studies that measure the effects of AI access on human performance via randomized controlled trials (RCT) or similar methodologies, increasingly inform frontier AI governance and deployment decisions.
arXiv:2608. 07475v1 Announce Type: cross Abstract: Generative Artificial Intelligence (GenAI) presents a governance challenge for STEM assessment.
arXiv:2411. 00631v2 Announce Type: replace-cross Abstract: This scoping review examines the relationship between Generative AI (GenAI) and agency in education, analyzing the literature available through the lens of Critical Digital Pedagogy.