Conceptualizing Digital Literacy for the AI Era: A Framework for Preparing Students in an AI-Driven World

Abstract

Introduction: as artificial intelligence (AI) has become increasingly integrated into daily life, traditional digital literacy frameworks must be revised to address the modern challenges. This study aimed to develop a comprehensive framework that redefines digital literacy in the AI era by focusing on the essential competencies and pedagogical approaches needed in AI-driven education. Method: this study employed a constructivist and connectivist theoretical approach combined with Jabareen’s methodology for a conceptual framework analysis. A systematic literature review from 2010-2024 was conducted across education, computer science, psychology, and ethics domains, using major databases including ERIC, IEEE Xplore, and Google Scholar. The analysis incorporated a modified Delphi technique to validate the framework’s components. Results: the developed framework comprises four key components: technical understanding of AI systems, practical implementation skills, critical evaluation abilities, and ethical considerations. These components are integrated with traditional digital literacy standards through a meta-learning layer that emphasises adaptability and continuous learning. This framework provides specific guidance for curriculum design, pedagogical approaches, assessment strategies, and teacher development. Conclusions: this framework offers a structured approach for reconceptualising digital literacy in the AI era, providing educational institutions with practical guidelines for implementation. Integrating technical and humanistic aspects creates a comprehensive foundation for preparing students for an AI-driven world, while identifying areas for future empirical validation.