Developing a conceptual framework for Artificial Intelligence (AI) literacy in higher education

Authors

  • Xue Zhou Queen Mary University of London
  • Lilian Schofield Queen Mary University

DOI:

https://doi.org/10.47408/jldhe.vi31.1354

Keywords:

AI literacy, AI literacy conceptual framework, AI learning activities, higher education

Abstract

This paper proposes a conceptual framework for integrating Artificial Intelligence (AI) into the curriculum. It builds on previous conceptual papers, which provided initial suggestions on integrating AI into teaching. The approach to developing the conceptual framework includes drawing on existing frameworks, AI literature, and case studies from the Queen Mary University of London President and Principal, an AI literacy-funded project. The opinion piece aims to advance our thinking on creating a teaching and learning toolkit to support educators in integrating AI into their teaching, enhancing students’ AI literacy and skills. This paper has two main objectives: first, it develops an AI literacy conceptual framework to support educators in integrating AI into their teaching, and second, it provides suggestions on how to engage with it.

Author Biographies

Xue Zhou, Queen Mary University of London

Xue Zhou is a Reader in Entrepreneurship and Innovation at the School of Business and Management at Queen Mary University of London. Her research interests fall in the areas of digital literacy, digital technology adoption, cross-cultural adjustment, and online professionalism. Currently, she is a Queen Mary Academy Fellow, and leading the AI literacy development project at Queen Mary.

Lilian Schofield, Queen Mary University

Lilian Schofield is a senior lecturer in non-profit management at the School of Business and Management, Queen Mary University of London. Her interests are critical management pedagogy, social change and learning pedagogies in management education. She is a Queen Mary Academy Fellow and has taken up the Learning and Teaching Enhancement Fellowship, working on ‘Learning by doing’ and student skills enhancement practice initiatives at Queen Mary University of London.

 

 

Licence

 

©2024 The Author(s). This is an open-access article distributed under the terms of the Creative Commons Attribution 4.0 International License (CC-BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. See http://creativecommons.org/licenses/by/4.0/. Journal of Learning Development in Higher Education (JLDHE) is a peer-reviewed open access journal published by the Association for Learning Development in Higher Education (ALDinHE).

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Published

29-09-2024

How to Cite

Zhou, X. and Schofield, L. (2024) “Developing a conceptual framework for Artificial Intelligence (AI) literacy in higher education”, Journal of Learning Development in Higher Education, (31). doi: 10.47408/jldhe.vi31.1354.

Issue

No. 31 (2024)

Section

Opinion Pieces

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