Title: AI Literacy in Higher Education: A Scoping Review of Competencies, Frameworks, and Assessment Approaches
Authors: Joseph L. Gelacio
Volume: 10
Issue: 6
Pages: 191-201
Publication Date: 2026/06/28
Abstract:
The rapid proliferation of generative artificial intelligence (AI) technologies has precipitated an urgent need to delineate and cultivate AI literacy within higher education contexts. This scoping review maps the existing evidence regarding AI literacy competencies, developmental frameworks, and assessment methodologies to inform curriculum development and institutional policy. Following the PRISMA Extension for Scoping Reviews (PRISMA-ScR), we systematically searched electronic databases including Scopus, Web of Science, ERIC, IEEE Xplore, ACM Digital Library, and PsycINFO, supplemented by hand-searching and citation tracking. Eligibility criteria, defined using the Population-Concept-Context (PCC) framework, encompassed higher education students, faculty, and administrators; AI literacy competencies, frameworks, and assessments; and global higher education contexts. Dual independent reviewers conducted title/abstract screening and full-text review, with iterative data charting capturing bibliometric, conceptual, and methodological variables. The review identifies a fragmented conceptual landscape marked by evolving definitions transitioning from technical skills toward socio-technical understanding encompassing ethical reasoning and critical evaluation. Multiple competency frameworks (e.g., ALiF, CoLeaF) operate across hierarchical levels, while assessment approaches range from self-report instruments to objective performance measures, revealing significant variability in psychometric rigor. Findings reveal disciplinary variations in implementation strategies, persistent gaps between perceived and actual literacy, and nascent policy developments regarding academic integrity and responsible AI use. These results underscore the necessity for comprehensive, ethically-grounded, and contextually-adapted AI literacy ecosystems that balance technical competence with critical consciousness.