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. 00038v1 Announce Type: cross Abstract: Artificial intelligence (AI) literacy is increasingly recognized as a foundational competency for all university graduates.
arXiv:2607. 01255v1 Announce Type: cross Abstract: Universities have responded to generative artificial intelligence (GenAI) in noticeably different ways, both internationally and within Spain.
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: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.
arXiv:2606. 10881v1 Announce Type: new Abstract: Learner agency and autonomy are foundational to personal development, yet a pervasive "jingle-jangle" fallacy (i.
arXiv:2608.21391v1 Announce Type: cross Abstract: In this research-to-practice paper we present a survey that can be used to assess students' AI knowledge. As the use of artificial intelligence (AI),...
arXiv:2606. 24104v1 Announce Type: cross Abstract: Generative artificial intelligence(GenAI) is reshaping learning in higher education, with particularly pronounced implications for the humanities and social sciences(HSS), where learning outcomes are commonly expressed through written and interpretive forms that align closely with GenAI's capabilities.
Learner agency and autonomy are foundational to personal development, yet a pervasive "jingle-jangle" fallacy (i. e.
arXiv:2606. 28749v1 Announce Type: cross Abstract: Although most undergraduates now use large language models (LLMs), a form of generative artificial intelligence (GenAI) for academic writing, no validated method distinguishes the qualitatively different ways students rely on them.
arXiv:2609.10489v1 Announce Type: new Abstract: AI literacy provides foundational competencies that support ethical, transparent, and sustainable technological development, although higher-order capa...
arXiv:2606. 12441v1 Announce Type: cross Abstract: The four dominant learning theories of behaviorism, cognitivism, constructivism, and connectivism show significant conceptual limitations as generative artificial intelligence (AI) proliferates in educational settings.
arXiv:2607. 28630v1 Announce Type: cross Abstract: Generative AI (GenAI) holds significant promise for advancing educational equity among ethnic minority students by broadening access to learning resources and mitigating linguistic barriers.