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Comprehensive AI Literacy: The Case for Centering Human Agency
Authors:
Sri Yash Tadimalla,
Justin Cary,
Gordon Hull,
Jordan Register,
Daniel Maxwell,
David Pugalee,
Tina Heafner
Abstract:
The rapid assimilation of Artificial Intelligence technologies into various facets of society has created a significant educational imperative that current frameworks are failing to effectively address. We are witnessing the rise of a dangerous literacy gap, where a focus on the functional, operational skills of using AI tools is eclipsing the development of critical and ethical reasoning about th…
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The rapid assimilation of Artificial Intelligence technologies into various facets of society has created a significant educational imperative that current frameworks are failing to effectively address. We are witnessing the rise of a dangerous literacy gap, where a focus on the functional, operational skills of using AI tools is eclipsing the development of critical and ethical reasoning about them. This position paper argues for a systemic shift toward comprehensive AI literacy that centers human agency - the empowered capacity for intentional, critical, and responsible choice. This principle applies to all stakeholders in the educational ecosystem: it is the student's agency to question, create with, or consciously decide not to use AI based on the task; it is the teacher's agency to design learning experiences that align with instructional values, rather than ceding pedagogical control to a tool. True literacy involves teaching about agency itself, framing technology not as an inevitability to be adopted, but as a choice to be made. This requires a deep commitment to critical thinking and a robust understanding of epistemology. Through the AI Literacy, Fluency, and Competency frameworks described in this paper, educators and students will become agents in their own human-centric approaches to AI, providing necessary pathways to clearly articulate the intentions informing decisions and attitudes toward AI and the impact of these decisions on academic work, career, and society.
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Submitted 18 December, 2025;
originally announced December 2025.
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Developing Strategies to Increase Capacity in AI Education
Authors:
Noah Q. Cowit,
Sri Yash Tadimalla,
Stephanie T. Jones,
Mary Lou Maher,
Tracy Camp,
Enrico Pontelli
Abstract:
Many institutions are currently grappling with teaching artificial intelligence (AI) in the face of growing demand and relevance in our world. The Computing Research Association (CRA) has conducted 32 moderated virtual roundtable discussions of 202 experts committed to improving AI education. These discussions slot into four focus areas: AI Knowledge Areas and Pedagogy, Infrastructure Challenges i…
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Many institutions are currently grappling with teaching artificial intelligence (AI) in the face of growing demand and relevance in our world. The Computing Research Association (CRA) has conducted 32 moderated virtual roundtable discussions of 202 experts committed to improving AI education. These discussions slot into four focus areas: AI Knowledge Areas and Pedagogy, Infrastructure Challenges in AI Education, Strategies to Increase Capacity in AI Education, and AI Education for All. Roundtables were organized around institution type to consider the particular goals and resources of different AI education environments. We identified the following high-level community needs to increase capacity in AI education. A significant digital divide creates major infrastructure hurdles, especially for smaller and under-resourced institutions. These challenges manifest as a shortage of faculty with AI expertise, who also face limited time for reskilling; a lack of computational infrastructure for students and faculty to develop and test AI models; and insufficient institutional technical support. Compounding these issues is the large burden associated with updating curricula and creating new programs. To address the faculty gap, accessible and continuous professional development is crucial for faculty to learn about AI and its ethical dimensions. This support is particularly needed for under-resourced institutions and must extend to faculty both within and outside of computing programs to ensure all students have access to AI education. We have compiled and organized a list of resources that our participant experts mentioned throughout this study. These resources contribute to a frequent request heard during the roundtables: a central repository of AI education resources for institutions to freely use across higher education.
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Submitted 25 September, 2025;
originally announced September 2025.
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AI Literacy for All: Adjustable Interdisciplinary Socio-technical Curriculum
Authors:
Sri Yash Tadimalla,
Mary Lou Maher
Abstract:
This paper presents a curriculum, "AI Literacy for All," to promote an interdisciplinary understanding of AI, its socio-technical implications, and its practical applications for all levels of education. With the rapid evolution of artificial intelligence (AI), there is a need for AI literacy that goes beyond the traditional AI education curriculum. AI literacy has been conceptualized in various w…
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This paper presents a curriculum, "AI Literacy for All," to promote an interdisciplinary understanding of AI, its socio-technical implications, and its practical applications for all levels of education. With the rapid evolution of artificial intelligence (AI), there is a need for AI literacy that goes beyond the traditional AI education curriculum. AI literacy has been conceptualized in various ways, including public literacy, competency building for designers, conceptual understanding of AI concepts, and domain-specific upskilling. Most of these conceptualizations were established before the public release of Generative AI (Gen-AI) tools like ChatGPT. AI education has focused on the principles and applications of AI through a technical lens that emphasizes the mastery of AI principles, the mathematical foundations underlying these technologies, and the programming and mathematical skills necessary to implement AI solutions. In AI Literacy for All, we emphasize a balanced curriculum that includes technical and non-technical learning outcomes to enable a conceptual understanding and critical evaluation of AI technologies in an interdisciplinary socio-technical context. The paper presents four pillars of AI literacy: understanding the scope and technical dimensions of AI, learning how to interact with Gen-AI in an informed and responsible way, the socio-technical issues of ethical and responsible AI, and the social and future implications of AI. While it is important to include all learning outcomes for AI education in a Computer Science major, the learning outcomes can be adjusted for other learning contexts, including, non-CS majors, high school summer camps, the adult workforce, and the public. This paper advocates for a shift in AI literacy education to offer a more interdisciplinary socio-technical approach as a pathway to broaden participation in AI.
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Submitted 2 September, 2024;
originally announced September 2024.
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AI and Identity
Authors:
Sri Yash Tadimalla,
Mary Lou Maher
Abstract:
AI-empowered technologies' impact on the world is undeniable, reshaping industries, revolutionizing how humans interact with technology, transforming educational paradigms, and redefining social codes. However, this rapid growth is accompanied by two notable challenges: a lack of diversity within the AI field and a widening AI divide. In this context, This paper examines the intersection of AI and…
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AI-empowered technologies' impact on the world is undeniable, reshaping industries, revolutionizing how humans interact with technology, transforming educational paradigms, and redefining social codes. However, this rapid growth is accompanied by two notable challenges: a lack of diversity within the AI field and a widening AI divide. In this context, This paper examines the intersection of AI and identity as a pathway to understand biases, inequalities, and ethical considerations in AI development and deployment. We present a multifaceted definition of AI identity, which encompasses its creators, applications, and their broader impacts. Understanding AI's identity involves understanding the associations between the individuals involved in AI's development, the technologies produced, and the social, ethical, and psychological implications. After exploring the AI identity ecosystem and its societal dynamics, We propose a framework that highlights the need for diversity in AI across three dimensions: Creators, Creations, and Consequences through the lens of identity. This paper proposes the need for a comprehensive approach to fostering a more inclusive and responsible AI ecosystem through the lens of identity.
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Submitted 10 April, 2024; v1 submitted 29 February, 2024;
originally announced March 2024.