Comparative Analysis of AI Literacy Education in the World and Korea, and Policy Recommendations
Year: 2025
Type: article
Abstract: This paper aims to provide valuable insights into AI literacy education by conducting an in-depth comparative analysis of leading educational models in the United States, United Kingdom, Finland, and China. The study identifies unique and innovative approaches to AI literacy education while exploring how these countries have seamlessly integrated AI education across all stages, from early childhood to adulthood. The research emphasizes the importance of introducing AI concepts early in a student’s educational journey, highlighting the critical role that experimental and project-based learning play in cultivating practical skills and deep understanding. Furthermore, the findings underscore the importance of implementing ethical AI education that addresses the social and moral implications of AI technologies. The study also advocates for the development of government-driven policies and international collaboration to establish standardized AI literacy curricula that can be adapted globally. Unlike existing studies that mainly provide overviews of general trends, this research offers a more comprehensive analysis by considering both theoretical pedagogical frameworks and practical applications in the reality of educational settings. By presenting these multifaceted perspectives, the paper contributes valuable insights and practical recommendations that can guide future lead actions aimed at enhancing AI literacy on a global scale.
Authors: Kyung-A Kang, Do-Yeon Kang
Language: English
Subfield: Information Systems
Field: Computer Science
Domain: Physical Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4408421171