As artificial intelligence (AI) becomes increasingly integrated into various fields, the need to enhance learners’ AI literacy is more urgent than ever. Despite its growing importance, a comprehensive review of AI literacy education research has been lacking. This study addresses that gap by mapping the current landscape, tracing its evolution, and identifying key themes through a bibliometric analysis of research from 2014 to 2024, utilizing CiteSpace for data visualization and analysis. This study systematically selected 335 relevant articles from databases, including Web of Science Core Collection, Scopus, and Science Direct, following PRISMA guidelines. Our methodology involved keyword co-occurrence mapping to trace the development paths and thematic evolution within the field. By examining publication trends and thematic clusters, we provide insights into the progression and focal points of AI literacy education research over the past decade. The study reveals three key insights. First, AI literacy education research has shifted from an exploratory phase to rapid growth, with a marked increase in publications. Second, four distinct developmental trajectories have emerged, emphasizing the interdisciplinary nature of the field and its connections to information, digital, and algorithmic literacy. Third, nine prominent research themes have been identified, with data literacy, machine learning, AI literacy, the technology acceptance model, and computational thinking as focal points. These themes highlight AI’s evolving role, particularly in education, and shifts in research priorities. This review provides a comprehensive understanding of AI literacy education’s evolution and its implications for education, ethics, and society. As AI continues to influence modern education and industry, this analysis serves as a valuable resource for researchers, educators, and policymakers navigating the complex intersection of AI and literacy.
EDTECH@UTRGV's insight:
"This study maps the evolution of AI literacy education from 2014 to 2024, revealing key themes, growth trends, and interdisciplinary trajectories through a bibliometric analysis of 335 research articles."
The latest news related to the meaningful and effective implementation of educational technology and e-learning in K-12, higher education, corporate and government sectors.
Watch this video to learn more about the fully online, accelerated, project-based Master of Education in Educational Technology at the University of Texas Rio Grande Valley. For more information, visit: https://www.utrgv.edu/edtech/index.htm
EDTECH@UTRGV's insight:
This 30-hour accelerated program designed to prepare persons in K-12, higher education, corporate, and military settings to develop the skills and knowledge necessary for the classrooms and boardrooms of tomorrow. Students in this program have the opportunity to earn one or more graduate certificates in E-Learning, Technology Leadership, and Online Instructional Design.
This is a fantastic program! Its practical, real-world based and applicable to many areas of industry where teaching and learning, training and development are used.
Two studies indicate students are using chatbots in a way that undermines what they learn.
EDTECH@UTRGV's insight:
"The two studies were conducted by a team of international researchers who studied how Chinese students were using ChatGPT to help with English writing, and by researchers at Anthropic, the company behind the AI chatbot Claude. They both come to a similar conclusion: Many students are letting AI do important brain work for them."
A discussion between the tools joining our teams. It takes a team, if not a village, to work together to deliver quality higher education. Fortunately, we have a new cohort of colleagues joining us at colleges and universities. These new colleagues are eminently qualified; most have been knowledge certified as above-average for Ph.D. holders in their field. They are truly tireless, working 24 hours a day, without holidays, vacations or breaks. As you have guessed, I am writing about AI applications. What more do we know about these new co-workers?
EDTECH@UTRGV's insight:
Inspired by Jurgen Gravestein’s newsletter, the author set up a dialogue between Claude 4 and a custom-trained GPT model, resulting in a fascinating exchange on how AI perceives interaction with humans.
"While generative AI tools like ChatGPT offer great opportunities for personalized learning, it is important to think critically about what type of learning we are reinforcing through the convenience and customization offered by AI."
EDTECH@UTRGV's insight:
The big takeaway: While AI can enhance personalized learning, overreliance may hinder students’ critical thinking, independence, and collaboration skills, highlighting the need for balanced integration.
"This article explores seven emerging UI layouts and the perceived roles of AI agent, analysing how each one influences user behaviour and expectations through discoverability, user interaction patterns and agent capabilities in the experience."
EDTECH@UTRGV's insight:
"LLMs aren’t just tools to be queried, they’re a new computing medium, one that we’re only beginning to understand. Just as GUIs, the web, and mobile interfaces reshaped design in past decades, LLMs demand a rethinking of how intelligence lives in our products, not just what it says, but where it sits, how it’s triggered, and how it guides the user."
"With Generative AI’s (GenAI) rapid development and the ability to generate sophisticated human-like text, it has evolved as a powerful technology in various domains. However, its application in the education domain was initially met with resistance due to concerns about disrupting traditional learning and assessment methods, raising questions about academic integrity, and provoking ethical dilemmas related to data privacy and bias."
EDTECH@UTRGV's insight:
"This study conducts a literature review to investigate GenAI tools from the perspectives of key stakeholders in the educational domain— students, educators, and administrators—highlighting their benefits while identifying challenges and limitations."
“'You can tell when a student is lost in a classroom. But can you tell when they’re lost online?' That question has stuck with me ever since I started studying online learning patterns in graduate education. In a traditional classroom, instructors rely on visual cues—blank stares, confused expressions, or raised hands—to gauge whether students are keeping up. But in an asynchronous online course, all we have are… clicks. Scrolls. Logins. Time stamps."
EDTECH@UTRGV's insight:
"One of the most surprising things we found in our research was that the frequency of activity didn’t always translate to depth of learning."
Explore how students are using generative AI beyond writing—to create visuals, design slides, enhance presentations, and communicate more effectively in business communication courses.
EDTECH@UTRGV's insight:
AI has limitations in creativity and cultural understanding, but it can still help students visualize and develop their ideas.
Avoiding common online program pitfalls can mean the difference between creating a thriving online program and one that never gains traction.
EDTECH@UTRGV's insight:
"[D]eveloping high-quality online courses and programs is no straightforward task. Many colleges and universities stumble into common pitfalls that can derail an online program before it ever gets off the ground. Here are four key mistakes institutions can avoid when building and scaling online learning."
Today on "Uncanny Valley," we address one of the most pressing questions in education right now: What constitutes cheating at school in today’s world of AI?
EDTECH@UTRGV's insight:
"[O]n the show, we debate whether using AI in school is actually cheating. Plus, we dive into how students and teachers are using these tools, and we ask what place AI should have in the future of learning."
Check out the best generative AI books that cover transformer models, synthetic content creation, deep learning architectures, and ethical AI use cases.
EDTECH@UTRGV's insight:
We’re excited to see Teaching and Learning in the Age of Generative AI recognized as one of the top books for understanding machine creativity and deep learning!
"Raspberry Pi, a company started with the aim of democratizing computing and recreating the programming frenzy of the 1980s and 1990s, is warning that "vibe coding" cannot replace the skills picked up during the process of learning to code."
EDTECH@UTRGV's insight:
"Even in a world where AI can generate code, we will need skilled human programmers who can think critically, solve problems, and make ethical decisions."
AI has the potential personalize learning for students, but the field must embrace solutions specifically designed for education.
EDTECH@UTRGV's insight:
"While education presents real challenges for AI, such as addressing bias and safeguarding student privacy, it also offers a rich source of inspiration to push AI research in new and valuable directions."
Explore a values-based approach to using Generative AI in higher education with insights on ethics, transparency, collaboration, and sustainability.
EDTECH@UTRGV's insight:
A learning designer reflects on initial hesitation toward generative AI, acknowledging its risks, but ultimately embraces thoughtful engagement to align its use with personal and professional values.
"Higher education is in a period of massive transformation and uncertainty. Not only are current events impacting how institutions operate, but technological advancement—particularly in AI and virtual reality—are reshaping how students engage with content, how cognition is understood, and how learning itself is documented and valued."
EDTECH@UTRGV's insight:
Panelists identified six key technologies and practices—AI tools, generative AI faculty development, AI governance, cybersecurity, evolving teaching methods, and critical digital literacy—as the most likely to shape the future of teaching and learning.
ChatGPT’s advice on limiting AI-generated student submissions was surprisingly sound overall.
EDTECH@UTRGV's insight:
"The best AI counterstrategy, however, seems... to be hyperlocalized assignments that require offline reporting or research. If this can be realized, it appears to be the most direct way to beat the machines without making things harder for us instructors or unnecessarily laborious for students."
As workforce requirements shift dramatically in an era of rapidly developing technology—including generative AI (GenAI), employers are shifting their focus from educational credentials to a focus on specific skills.
EDTECH@UTRGV's insight:
Both employers and students are rapidly embracing skills-based learning and micro-credentials, especially those focused on GenAI, citing benefits like reduced training costs, higher salaries, and increased program appeal.
"We often think the greatest obstacles in education are external—limited resources, shifting policies, or ever-changing standards. But sometimes, the most insidious barriers come from within. They hide in plain sight, embedded in our everyday language and mindsets. Harmless at first glance, these phrases quietly sabotage progress, limit potential, and preserve the status quo. If we want to transform education in meaningful ways, we must start by confronting the words that hold us back."
EDTECH@UTRGV's insight:
"These phrases are more than just words—they're warning signs of fixed mindsets, low expectations, and a resistance to change. Left unchecked, they become part of the culture, quietly influencing decisions, limiting innovation, and undermining student success. To create schools that are responsive, equitable, and future-ready, we must identify and challenge the language that sustains outdated practices."
"The use of Artificial Intelligence (AI) in education has the potential to further customise and personalise students’ learning, and encourage self-directed learning. It can also augment teachers’ professional practice by automating routine tasks and allowing teachers to spend more time with students and provide more complex guidance to advance learning. However, inappropriate AI use may impede the development of critical thinking skills in students or propagate misinformation."
EDTECH@UTRGV's insight:
The AIEd Ethics Framework outlines four principles of Agency, Inclusivity, Fairness and Safety.
What students need the most, beyond LLMs, is space to strengthen those muscles of focus, writes Michael Serazio.
EDTECH@UTRGV's insight:
"Some of our students falsely assume that product—a final paper—is what we seek, because high-stakes testing has trained them transactionally, and that’s what grading tallies. But, of course, process is what we ultimately aim to sharpen: The steps and lessons learned along the way. AI rewires that relationship, short-circuiting effort from output."
AI, ChatGPT, and LLMs "have absolutely blown up what I try to accomplish with my teaching."
EDTECH@UTRGV's insight:
"ChatGPT isn't its own, unique problem. It's a symptom of a totalizing cultural paradigm in which passive consumption and regurgitation of content becomes the status quo"
Nvidia’s billionaire CEO Jensen Huang says ignoring AI may be a one-way ticket to unemployment, with the tech set to unquestionably impact every job.
EDTECH@UTRGV's insight:
"Every job will be affected, and immediately. It is unquestionable... You’re not going to lose your job to an AI, but you’re going to lose your job to someone who uses AI."
"To develop a robust policy for generative artificial intelligence use in higher education, institutional leaders must first create 'a room' where diverse perspectives are welcome and included in the process."
EDTECH@UTRGV's insight:
"This article provides additional guidance and direction to those who may want to get involved in—and invite others to join—conversations about the role of GenAI at their institutions."
For educators, creating lifelong learners is part of the job. A glance back at novel ideas and once-new uses of technology, even minor ones, reveals how innovative thinking and problem solving can echo through time.
EDTECH@UTRGV's insight:
"Technology has dramatically changed our education in myriad ways. From books to magic lanterns, audio recordings, motion pictures, computers and AI, all of these incremental steps came from a continual process of trial, error, failures and modification."
Creating guidelines, room for experimentation and low stakes meetings can help teachers keep up with fast-moving artificial intelligence tools.
EDTECH@UTRGV's insight:
"Like all new tools, understanding and adopting AI comes with a learning curve. That means teaching the teachers to think about AI innovation in meaningful ways"
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"This study maps the evolution of AI literacy education from 2014 to 2024, revealing key themes, growth trends, and interdisciplinary trajectories through a bibliometric analysis of 335 research articles."