From AI Literacy to AI Fluency
Year: 2026
Type: preprint
Abstract: As frontier artificial intelligence transitions from generative assistance to autonomous agentic systems, the rapid automation of entry-level knowledge work is hollowing out traditional corporate training grounds, transforming organizational structures from pyramids into "diamonds." In response, higher education's prevailing focus on basic AI literacy—teaching students how to operate software tools—is proving insufficient. This article argues that the modern landscape demands AI fluency: the advanced cognitive judgment required to establish operational boundaries, allocate human oversight based on the consequence of errors, and adversarially audit synthetic outputs. Because automated workplaces no longer provide the entry-level apprenticeships where professional judgment historically formed, higher education must structurally redesign its pedagogy. This requires shifting from tool-centric instruction to a two-stage model of consequence-based learning: embedding deliberate cognitive friction within classroom coursework, followed by scalable, high-stakes experiential learning (such as clinical-model internships and client-facing projects) before graduation. Ultimately, this shifts institutional assessment away from the final polished artifact and toward a student's capacity to evaluate, reconcile, and assume responsibility for AI-driven outcomes.
Source: EdArXiv (OSF Preprints)
Authors: Agelo Thalassinidis, Lance Bowen
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W7225449299