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V. 17 N. 1 (2026): Educare alla complessità: intersezionalità, decolonizzazione della didattica e pratiche di cura nei contesti educativi

What are the dimensions of competence of AI Literacy frameworks for higher education? A scoping review.

DOI
https://doi.org/10.3280/ess1-2026oa22506
Inviata
11 aprile 2026
Pubblicato
28-07-2026

Abstract

The rapid diffusion of generative artificial intelligence (AI) is transforming higher education and raising new questions about the competencies required for students and educators to interact effectively with AI systems. In this context, AI literacy has emerged as a key concept, yet existing frameworks propose heterogeneous definitions and competence dimensions. This study presents a scoping review aimed at identifying and synthesizing the competence dimensions included in AI literacy frameworks for higher education. The review follows the methodological framework of Arksey and O’Malley (2005) and is reported according to PRISMA guidelines (Page et al., 2021). An exploratory search was conducted in the Scopus, PubMed, and ERIC databases, focusing on studies published between 2022 and 2026. Fourteen studies met the inclusion criteria and were included in the analysis. The results show that AI literacy frameworks converge around four main competence clusters: technical-operational, critical-cognitive, ethical-regulatory and human-AI relational competences. These findings may inform future framework development and assessment practices.

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