Document Type : Review Article

Authors

• Melika Khodabin ¹
• Aida Arsalani ²

¹ M.A. in Japanese Studies, University of Tehran, Iran

² PhD Student of Media Management, University of Tehran, Kish, Iran

Abstract

This study presents a systematic literature review of 24 academic and policy-focused sources published between 2020 and 2025, synthesizing how AI literacy is conceptualized, operationalized, and integrated into national and regional strategies. Using the PRISMA framework, this study identifies recurrent challenges—such as infrastructural disparities, linguistic exclusion, and policy fragmentation—and highlights innovative, context-sensitive initiatives in countries like India, Kenya, and South Africa. The findings emphasize AI literacy as a multidimensional construct that encompasses technical proficiency, civic engagement, ethical reasoning, and digital sovereignty. The study reveals that national strategies often mirror Global North paradigms, risking misalignment with local epistemologies and socio-economic conditions. As a corrective, the review underscores the need for regionally grounded, community-informed, and equity-driven approaches that position AI literacy as a foundational right and development tool. By treating AI literacy as a cross-sectoral policy issue rather than a narrow educational objective, this research contributes to the emerging discourse on inclusive, democratic, and just digital transformation.

Keywords

• AI Literacy
• Digital Sovereignty
• Education Policy
• Global South
• National Strategy
• Technological Equity

Main Subjects

• Public Policy