An exploratory review on conceptualizing generative artificial intelligence literacy

Abstract

Generative artificial intelligence (AI) has rapidly evolved, demanding new forms of literacy that go beyond traditional AI concepts. However, current definitions of generative AI literacy often overlook its unique challenges, including prompt engineering, critical evaluation of AI-generated outputs, and complex ethical considerations. This study addresses these gaps through an exploratory review of 20 peer-reviewed articles. These articles were identified using systematic searches across major academic databases and selected based on predefined inclusion criteria. The analysis reveals conceptual limitations in existing frameworks, particularly their lack of structure and their generalization of AI literacy. To overcome these issues, we propose a new competency framework adapted from Bloom’s taxonomy. The framework integrates three essential dimensions: technical proficiency, ethical responsibility, and societal awareness. It is organized into five progressive cognitive stages: understand, apply, analyze, evaluate, and create. This framework clarifies the distinct demands of generative AI literacy and can be implemented to guide curriculum design, professional training, and the development of generative AI literacy across sectors.