Journal ArticleAI literacy as a core component of AI educationTadimalla, Sri Yash [University of North Carolina Charlotte USA] (ORCID:0000000244996335); Maher, Mary Lou [University of North Carolina Charlotte USA]<title>Abstract</title> <p>As generative artificial intelligence (AI) becomes increasingly integrated into society and education, more institutions are implementing AI usage policies and offering introductory AI courses. These courses, however, should not replicate the technical focus typically found in introductory computer science (CS) courses like CS1 and CS2. In this paper, we use an adjustable, interdisciplinary socio‐technical AI literacy framework to design and present an introductory AI literacy course. We present a refined version of this framework informed by the teaching of a 1‐credit general education AI literacy course (primarily for freshmen and first‐year students from various majors), a 3‐credit course for CS majors at all levels, and a summer camp for high school students. Drawing from these teaching experiences and the evolving research landscape, we propose an introductory AI literacy course design framework structured around four cross‐cutting pillars. These pillars encompass (1) understanding the scope and technical dimensions of AI technologies, (2) learning how to interact with (generative) AI technologies, (3) applying principles of critical, ethical, and responsible AI usage, and (4) analyzing implications of AI on society. We posit that achieving AI literacy is essential for all students, those pursuing AI‐related careers, and those following other educational or professional paths. This introductory course, positioned at the beginning of a program, creates a foundation for ongoing and advanced AI education. The course design approach is presented as a series of modules and subtopics under each pillar. We emphasize the importance of thoughtful instructional design, including pedagogy, expected learning outcomes, and assessment strategies. This approach not only integrates social and technical learning but also democratizes AI education across diverse student populations and equips all learners with the socio‐technical, multidisciplinary perspectives necessary to navigate and shape the ethical future of AI.</p>Wiley2025-06-0110642454AI Magazine4620738-4602https://doi.org/10.1002/aaai.700072334319National Science Foundation