Reis L, Schütz P (2026)
Publication Type: Journal article, Review article
Publication year: 2026
Book Volume: 71
Pages Range: 91–141
DOI: 10.21240/mpaed/71/2026.08.05.X
Open Access Link: https://doi.org/10.21240/mpaed/71/2026.08.05.X
With the rapid progression of Generative AI and its transformative force in multimodal understanding, reasoning and (language) generation (Liu et al. 2025), cultivating competencies, skills and abilities related to AI, summarised under the umbrella term AI literacy, appears to be of paramount importance. Therefore, the following mapping review aims to cumulate, analyse, and compare the current state of research on AI literacy in higher, continuing, and further education, concerning the definitions of the construct, the theoretical underpinnings of the field, and didactic approaches to foster AI literacy. A total of 4,013 records were screened on titles and abstracts, followed by the screening of 278 full texts. Subsequently, 142 articles were deemed eligible for data extraction and analysis. Papers were included if they were published in English or German between 2022 and May 2025, were peer-reviewed journal articles or conference papers, and focused primarily on AI literacy and higher, continuing, and/or further education. The results point to the need to clearly define the terminology used, to research AI literacy in continuing and further education, and explore synergies between educational contexts, innovative didactic approaches, and learning designs.
APA:
Reis, L., & Schütz, P. (2026). Mapping the Field. A Comparative Analysis of the Research on AI Literacy in Higher, Continuing, and Further Education Since 2022. MedienPädagogik, 71, 91–141. https://doi.org/10.21240/mpaed/71/2026.08.05.X
MLA:
Reis, Lea, and Paul Schütz. "Mapping the Field. A Comparative Analysis of the Research on AI Literacy in Higher, Continuing, and Further Education Since 2022." MedienPädagogik 71 (2026): 91–141.
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